Psychische Auffälligkeiten und Versorgungslage bei Schülerinnen und Schülern mit Problemverhalten aus dem Autismus-Spektrum (ASS) an Förderschulen Emotionale und soziale Entwicklung (EsE).

Autor/inn/en	Schmitz, Franziska; Hennemann, Thomas; Leidig, Tatjana; Schottel, Marie; Eiben, Katrin; Vögele, Ulrike; Jung, Michaela; Gerlach, Silke; Hanisch, Charlotte
Titel	Psychische Auffälligkeiten und Versorgungslage bei Schülerinnen und Schülern mit Problemverhalten aus dem Autismus-Spektrum (ASS) an Förderschulen Emotionale und soziale Entwicklung (EsE). Gefälligkeitsübersetzung: Mental health problems and care situation in students with problem behavior from the Autism Spectrum (ASD) at special schools for emotional and behavioral disorder (EBD).
Quelle	In: Praxis der Kinderpsychologie und Kinderpsychiatrie, 74 (2025) 5, S. 440-459Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0032-7034; 2196-8225
DOI	10.13109/prkk.2025.74.5.440
Schlagwörter	Autismus; Emotion; Emotionale Entwicklung; Sekundärkrankheit; Soziale Entwicklung; Schüler; Verhaltensstörung; Gesundheitswesen; Sonderschule; Gesundheitsversorgung
Abstract	Children and adolescents with ASD often require specific support both inside and outside of school. The majority of these children are educated at special schools for emotional and behavioral disorder (EBD). There is no data available on how often ASD problems occur at EBD special schools, what other emotional and behavioral problems are shown, and how the students are supported. In the study, teachers at EBD special schools were surveyed on their pupils' mental health problems, including ASD, and the use of care services (N = 551). 19.0 % were rated as having problems in the autism spectrum, 16.7 % as having slight problems, and 64.3 % as having no problems in the autism spectrum. Pupils with behavioral problems in the autism spectrum were considered to be more affected by symptoms of depression, anxiety, compulsions and tics, among others. The values for functional impairment and distress were also significantly higher. Furthermore, children with elevated scores in the ASD spectrum receive significantly less psychotherapy and significantly more school support and speech therapy. Pupils with ASD symptoms make slightly more use of support services than other children, despite much higher levels of strain. There seems to be a gap in care that is relevant for the adaptation of conditions in schools and medical- and therapeutic services. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3