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Franziska Schmitz, Thomas Hennemann, Tatjana Leidig

    Praxis Der Kinderpsychologie Und Kinderpsychiatrie
    |July 9, 2025
    PubMed
    Summary

    Autism spectrum disorder (ASD) affects nearly 20% of students in special schools for emotional and behavioral disorders (EBD). These students experience more mental health issues but receive less psychotherapy, indicating a care gap.

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    Psychometric properties of the parent-rated assessment scale of positive and negative parenting behavior (FPNE) in a German sample of school-aged children.

    Child and adolescent psychiatry and mental health·2024

    Area of Science:

    • Child and Adolescent Psychiatry
    • Developmental Psychology
    • Special Education

    Context:

    • Children and adolescents with Autism Spectrum Disorder (ASD) often require specialized educational and therapeutic support.
    • The majority of these students attend special schools designed for Emotional and Behavioral Disorders (EBD).
    • Limited data exists on the prevalence of ASD and associated mental health needs within EBD school settings.

    Purpose:

    • To investigate the prevalence of Autism Spectrum Disorder (ASD) and related mental health problems in students attending special schools for Emotional and Behavioral Disorders (EBD).
    • To examine the current care and support services utilized by students with ASD and behavioral problems in these schools.
    • To identify potential gaps in mental health and therapeutic services for students with ASD in EBD schools.
    Keywords:
    Autism-Spectrum-Disorder - prevalence - comorbidities - care services - special schools for emotional and behavioral disordersAutismus-Spektrum-Storungen - Pravalenz - Versorgungsleistungen - Komorbiditaten - Forderschule emotionale und soziale Entwicklung

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    Summary:

    • A survey of teachers in EBD special schools (N=551) revealed that 19.0% of students exhibited ASD-related problems, with 16.7% showing milder symptoms.
    • Students with ASD experienced higher rates of depression, anxiety, compulsions, and tics, alongside greater functional impairment and distress.
    • Despite increased needs, students with ASD received less psychotherapy but more school support and speech therapy compared to their peers.

    Impact:

    • Findings highlight a significant care gap for students with ASD in EBD schools, impacting their adaptation and access to necessary medical and therapeutic services.
    • The study underscores the need for improved integration of mental health support within specialized educational environments for children with ASD.
    • Results call for a re-evaluation of resource allocation and service provision to better meet the complex needs of students with ASD in EBD settings.