Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada.

IF 5.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Autism Pub Date : 2025-06-21 DOI:10.1177/13623613251345532
Jennifer Baumbusch, Jennifer Ev Lloyd, Vanessa C Fong
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引用次数: 0

Abstract

Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder.Lay Abstracta. What is already known about the topic?Over the past several years, there is growing acknowledgement of gender inequities among people with autism spectrum disorder. The inequity is evidenced, in part, by gender differences in diagnosis. Although the gender gap is narrowing, until recently the diagnostic criteria for autism spectrum disorder has largely favoured and is more sensitive to detecting autism spectrum disorder in boys.b. What does this paper add?Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap in the literature, the current study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada.We found statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. There were, however, no significant differences in whether or not students stayed longitudinally in the K-12 school system over time, whether students transitioned into post-secondary or not (non-developmental or developmental), nor in students' transition times into the respective post-secondary education programmes.This study highlights the value of longitudinal, population-based and student-level data in conducting gender-based analyses in autism spectrum disorder research.c. Implications for practice, research or policyUnderstanding how gender impacts the academic trajectories of students with autism spectrum disorder over time can inform the development of tailored interventions and services which address their unique needs. Ultimately, this research is needed to promote more equitable educational experiences and outcomes.

加拿大不列颠哥伦比亚省自闭症谱系障碍学生教育历程的人口水平性别分析。
关于性别对自闭症学生教育成果影响的研究一直很少。为了解决这一差距,本研究调查了加拿大不列颠哥伦比亚省自闭症谱系障碍学生的教育历程。我们检查了(1)学生接受自闭症谱系障碍初始诊断所需的时间;以及(2)在幼儿园到12年级学校系统中纵向停留的学生的频率和百分比;(三)高中毕业并取得证书;(4)继续在不列颠哥伦比亚省接受公立高等教育。我们对行政数据进行了二次分析。自闭症谱系障碍学生群体被分为8个纵向队列,最终总样样量为4282名自闭症谱系障碍学生:738名女性(17.2%),3544名男性(82.8%)。描述性分析表明,在学生最初被认定为自闭症谱系障碍、高中完成率和获得特定高中证书的时间上,性别差异具有统计学意义。在中学后转换率方面没有发现性别差异。在她们的形成教育阶段,性别差异,特别是女孩在自闭症谱系障碍诊断方面的延迟,可能对教育成果产生影响。研究结果强调,有必要为教育工作者提供更多关于认识自闭症谱系障碍中性别差异的信息。Abstracta。关于这个话题我们已经知道了什么?在过去的几年里,越来越多的人认识到自闭症谱系障碍患者中的性别不平等。诊断上的性别差异部分证明了这种不平等。尽管性别差距正在缩小,但直到最近,自闭症谱系障碍的诊断标准在很大程度上更倾向于对男孩的自闭症谱系障碍的检测,并且对男孩的自闭症谱系障碍更敏感。这篇文章补充了什么?关于性别对自闭症学生教育成果影响的研究一直很少。为了解决文献中的这一空白,目前的研究调查了加拿大不列颠哥伦比亚省自闭症谱系障碍学生的教育历程。我们发现,从统计上看,在学生被认定为自闭症谱系障碍的时间、高中完成率和获得特定高中证书的时间上,性别存在显著差异。然而,在学生是否长期留在K-12学校系统中,学生是否过渡到高等教育(非发展性或发展性),以及学生过渡到各自的高等教育课程的时间方面,没有显着差异。本研究强调了纵向、基于人群和学生水平的数据在进行基于性别的自闭症谱系障碍研究分析中的价值。了解性别如何随着时间的推移影响自闭症谱系障碍学生的学业轨迹,可以为开发量身定制的干预措施和服务提供信息,以满足他们的独特需求。最终,这项研究需要促进更公平的教育经验和成果。
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来源期刊
Autism
Autism PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
9.80
自引率
11.50%
发文量
160
期刊介绍: Autism is a major, peer-reviewed, international journal, published 8 times a year, publishing research of direct and practical relevance to help improve the quality of life for individuals with autism or autism-related disorders. It is interdisciplinary in nature, focusing on research in many areas, including: intervention; diagnosis; training; education; translational issues related to neuroscience, medical and genetic issues of practical import; psychological processes; evaluation of particular therapies; quality of life; family needs; and epidemiological research. Autism provides a major international forum for peer-reviewed research of direct and practical relevance to improving the quality of life for individuals with autism or autism-related disorders. The journal''s success and popularity reflect the recent worldwide growth in the research and understanding of autistic spectrum disorders, and the consequent impact on the provision of treatment and care. Autism is interdisciplinary in nature, focusing on evaluative research in all areas, including: intervention, diagnosis, training, education, neuroscience, psychological processes, evaluation of particular therapies, quality of life issues, family issues and family services, medical and genetic issues, epidemiological research.
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