Skip to Main Content

Clinical Psychology and Special Education
2023. Vol. 12, no. 3, 78–97
doi:10.17759/cpse.2023120304
ISSN: 2304-0394 (online)

Features of School Adaptation of Pupils with Autism Spectrum Disorder in the First Year of Study

313

I.D. Antonova, I.A. Kostin

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

The article discusses the results of the initial stage of a longitudinal study of the school adaptation of children with autism spectrum disorders studying in primary school. The study sample is represented by 78 first-graders with autism spectrum disorder (ASD) who study in 20 schools from 14 Russian regions. The study was based on the method of expert assessments obtained through questionnaires of teachers and parents of students. We used the “Expert assessment of a child’s adaptation to school” methodology modified for the needs of the study (V.I. Chirkov, O.V. Sokolova, O.L. Sorokina) and a questionnaire for assessing social skills and behavior of schoolchildren with ASD by L.V. Shargorodskaya. The dynamics of school adaptation of students with ASD was assessed in relation to their personal and educational achievements. By the end of the first year of study, a positive dynamic of the level of school adaptation was found in the sample study. At the same time, educational achievements were more pronounced and personal achievements associated with the expansion of communication opportunities and socialization of children were extremely low. The influence of a number of factors on the school adaptation of children with ASD was revealed, the most significant of which was the factor of children attending correctional classes at preschool age (at least two years). Special school preparation classes (at least one year) and kindergarten attendance at preschool age (at least two years) proved to be significant factors of school adaptation for children with ASD and intellectual disabilities. This sample revealed a negligible impact of remedial classes conducted in the first year of study on the educational results of students with ASD and the absence of the influence of this factor on their personal achievements. Further observation of the group of children included in the study during their primary school education will allow to clarify and supplement the data obtained.

General Information

Keywords: autism spectrum disorders, school adaptation, first year of schooling, educational achievements, personal achievements, questioning, factors, first graders

Journal rubric: Empirical Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2023120304

Funding. The study was carried out within the framework of the State Task No. 073-00028-22-00 of the Ministry of Education of the Russian Federation to the Institute of Special Education.

Acknowledgements. The authors express their gratitude to all schools and school administrations involved in this study, as well as teachers, parents and children who participated in it. We thank our colleagues — Mrs. Maria Libling, PhD in Psychology, Head of the Laboratory of Education and Comprehensive Habilitation of Children with Autism for support and assistance in in preparing the article, as well as Mr. Ilshat Nurlygayanov, PhD in Psychology, Senior Researcher of the Institute of Special Education for invaluable assistance in data processing.

Received: 28.03.2023

Accepted:

For citation: Antonova I.D., Kostin I.A. Features of School Adaptation of Pupils with Autism Spectrum Disorder in the First Year of Study [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2023. Vol. 12, no. 3, pp. 78–97. DOI: 10.17759/cpse.2023120304. (In Russ., аbstr. in Engl.)

References

  1. Autizm i rasstroistva autisticheskogo spektra: diagnostika i korrektsionnaya pomoshch': uchebnik dlya vuzov. O.S. Nikol'skaya (ed.). Moscow: Yurait, 2022. 295 p. (In Russ.)
  2. Baenskaya E.R. Rannee affektivnoe razvitie detei s autizmom [The early affective development of children with autism]. Al'manakh Instituta korrektsionnoi pedagogiki = Almanac Institute of Special Education, 2014, no. 19. URL: https://alldef.ru/ru/articles/almanah-19/rannee-affektivnoe-razvitie-detej-s (Accessed: 15.10.2023). (In Russ.)
  3. Bezrukikh M.M. Shkol'nye i semeinye faktory riska, ikh vliyanie na fizicheskoe i psikhicheskoe zdorov'e detei. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2011. Vol. 8, n. 1, pp. 16–21. URL: https://psyjournals.ru/journals/bppe/archive/2011_n1/bppe_2011_n1_47602.pdf (Accessed: 15.10.2023). (In Russ.)
  4. Demina E.V., Trubitsyna A.N. Opyt vklyucheniya intellektual'no odarennogo rebenka s RAS v obshcheobrazovatel'nuyu shkolu: faktory riska i resursy razvitiya [A Case-Study of Inclusion of an Intellectually Gifted Adolescent with Autism Spectrum Disorder in a General Education School: Risk Factors and Developmental Resources]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, Vol. 21, no. 3, pp. 111–119. DOI: 10.17759/pse.2016210313 (In Russ., abstr. in Engl.)
  5. Don G.V., Erofeeva Yu.I., Salimova K.R. i dr. Kompleksnaya otsenka rezul'tativnosti tekhnologii individualizatsii AOOP doshkol'nogo obrazovaniya dlya detei s RAS «Skoroshkol'nik» Comprehensive Assessment of the Progress of «Skoroshkolnik» Technology Implementation. The Individualization of the Adapted Basic Education Program for Pre-schoolers with ASD. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2021. Vol. 19, no. 4, pp. 70–85. DOI: 10.17759/autdd.2021190408 (In Russ., abstr. in Engl.)
  6. Malofeev N.N. Spetsial'noe obrazovanie v menyayushchemsya mire. Evropa: ucheb. posobie dlya studentov ped. vuzov. Moscow: Prosveshchenie, 2009, 319 p. (In Russ.)
  7. Morozov S.A., Morozova S.S., Morozova T.I. Nekotorye problemy inklyuzii pri rasstroistvakh autisticheskogo spectra [Certain Inclusion Problems in Autism Spectrum Disorders]. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2020. Vol. 18, no. 1, pp. 51–61. DOI: 10.17759/autdd.2020180106 (In Russ., abstr. in Engl.)
  8. Nikol'skaya O.S. Struktura narusheniya psikhicheskogo razvitiya pri detskom autizme [The structure of psychical development in infantile autism]. Al'manakh Instituta korrektsionnoi pedagogiki = Almanac Institute of Special Education, 2014, no. 18 URL: https://alldef.ru/ru/articles/almanah-18/struktura-narushenija-psihicheskogo-razvitija-pri (Accessed: 15.10.2023) (In Russ.)
  9. Nikol'skaya O.S., Kostin I.A. Eshche raz pro osobye obrazovatel'nye potrebnosti mladshego shkol'nika s rasstroistvami autisticheskogo spectra [Once again about special educational needs of primary school children with autism spectrum disorders]. Defektologiya = Defectology, 2015, no. 6, pp. 17–26. (In Russ., abstr. in Engl.)
  10. Svyatogorova M.V., Vachkov I.V. Dinamika motivatsii ucheniya i adaptatsii k shkole v mladshem shkol'nom vozraste. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, Vol. 5, no. 3. URL: https://psyjournals.ru/journals/pse/archive/2000_n3/pse_2000_n3_Sviatogorova.pdf (Accessed: 15.10.2023). (In Russ.)
  11. Khaustov A.V., Shumskikh M.A. Dinamika razvitii sistemy obrazovaniya detei s rasstroistvami autisticheskogo spektra v Rossii: rezul'taty Vserossiiskogo monitoringa 2020 goda [Dynamic Changes in the Development of the Educational System of Children with Autism Spectrum Disorders in Russia: Results of the 2020 All-Russian Monitoring]. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2021. Vol. 19, no. 1, pp. 4–11. DOI: 10.17759/autdd.2021190101 (In Russ., abstr. in Engl.)
  12. Shargorodskaya L.V. Organizatsionno-pedagogicheskie usloviya inklyuzivnogo obucheniya mladshikh shkol'nikov s rasstroistvami autisticheskogo spektra: diss. …kand. ped. n. Moscow, 2017. 229 p. URL: https://www.mgpu.ru/wp-content/uploads/2017/10/1492066617-DissertatsiyaShargorodskoyL.V.pdf (Accessed: 15.10.2023) (In Russ.)
  13. Shargorodskaya L.V. Osobennosti razrabotki obrazovatel'nogo marshruta dlya shkol'nikov s rasstroistvami autisticheskogo spektra [Features of the development of the educational route for children with autism spectrum disorders]. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2020. Vol. 18, no. 1, pp. 62–75. DOI: 10.17759/autdd.2020180107 (In Russ., abstr. in Engl.)
  14. Ekspertnaya otsenka adaptirovannosti rebenka k shkole metodicheskiye materialy. 2020. URL: http://testoteka.narod.ru/mlo/1/14.html (Accessed: 15.10.2023) (In Russ.)
  15. Anderson L. Schooling for pupils with Autism Spectrum Disorder: Parents' perspectives. Journal of Autism and Developmental Disorders, 2020. Vol. 50 (12), pp. 4356–4366. DOI: 10.1007/s10803-020-04496-2
  16. Davydova Y., Gorelik V., Vlasov V. et al. Features of socialization and school adaptation of children with autism spectrum disorder. E3S Web of Conferences, 2021. Vol. 258, Article 07050. DOI: 10.1051/e3sconf/202125807050
  17. Marsh A., Spagnol V., Grove R. et al. Transition to school for children with autism spectrum disorder: A systematic review. World Journal of Psychiatry, 2017. Vol. 7 (3), pp. 184–196. DOI: 10.5498/wjp.v7.i3.184
  18. Park L., Lim S. The effects of a school adaptation program on executive function and adaptive behavior of children with borderline intellectual functioning. The Society for Cognitive Enhancement and Intervention, Vol. 12 (4), pp. 23–47. DOI: 10.21197/jcei.12.4.2
  19. Schotte K., Rjosk C., Edele A. et al. Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment. Social Psychology of Education, Vol. 25 (1), pp. 75–112. DOI: 10.1007/s11218-021-09669-0
  20. Slezakova T., Borbelyova D. Several issues on school adaptation at primary level of education. Slavonic Pedagogical Studies Journal, 2017. Vol. 6, no. 2. DOI: 10.18355/PG.2017.6.2.13

Information About the Authors

Irina D. Antonova, PhD in Psychology, Senior Research Associate, Institute of Special Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8592-5111, e-mail: antonova@ikp.email

Igor A. Kostin, Doctor of Psychology, Leading Research Associate, Institute of Special Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-0309-5266, e-mail: kostin@ikp.email

Metrics

Views

Total: 334
Previous month: 41
Current month: 41

Downloads

Total: 313
Previous month: 63
Current month: 57