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

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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.)

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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

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