Lafont Charlotte, Panjo Henri, Michelon Cécile, Falissard Bruno, Speranza Mario, Picot Marie-Christine, Baghdadli Amaria, Rouquette Alexandra
Université Paris-Saclay, UVSQ, Inserm, CESP, 94807, Villejuif, France.
APHP-Paris-Saclay, Service d'Epidémiologie et de Santé Publique, Le Kremlin-Bicêtre, France.
J Autism Dev Disord. 2023 Jan;53(1):121-131. doi: 10.1007/s10803-021-05404-y. Epub 2022 Jan 6.
Inclusion of students with Autism Spectrum Disorder (ASD) in mainstream schools has a positive impact on their social and daily living behaviors. Our objective was to identify clinical and socio-demographic variables promoting or limiting inclusion in mainstream school through childhood and adolescence. The EpiTED study is a long-term, prospective, multicenter cohort of 281 ASD children included before the age of 7, with a 10-year follow-up in France. Variables significantly linked to inclusion in mainstream school were identified using a mixed-effect logistic regression model: greater autonomy [OR = 1.45 (1.29-1.63)], lesser symptom severity [OR = 0.96 (0.92-0.99)] and fewer siblings [OR = 0.86 (0.75-0.99)]. In the multivariate model, the probability for a child of being included in mainstream school decreased over time [OR = 0.91 (0.85-0.97)], i.e. with age.
将患有自闭症谱系障碍（ASD）的学生纳入主流学校对他们的社交和日常生活行为有积极影响。我们的目标是确定在儿童期和青少年期促进或限制其融入主流学校的临床和社会人口统计学变量。EpiTED研究是一项针对281名7岁前纳入研究的ASD儿童的长期、前瞻性、多中心队列研究，在法国进行了为期10年的随访。使用混合效应逻辑回归模型确定了与融入主流学校显著相关的变量：自主性更强[比值比（OR）=1.45（1.29 - 1.63）]、症状严重程度较低[OR = 0.96（0.92 - 0.99）]以及兄弟姐妹较少[OR = 0.86（0.75 - 0.99）]。在多变量模型中，儿童被纳入主流学校的概率随时间下降[OR = 0.91（0.85 - 0.97）]，即随着年龄增长而下降。
