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The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review.

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Title: The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review.
Authors: Smart, Raechel (AUTHOR), Adams, Dawn (AUTHOR), Simpson, Kate (AUTHOR)
Source: British Journal of Educational Psychology. Mar2026, Vol. 96 Issue 1, p286-305. 20p.
Subjects: Post-traumatic stress disorder, Parents, Grey literature, Autism, Descriptive statistics, Anxiety, Economic status, Systematic reviews, MEDLINE, Intellectual disabilities, Adjustment disorders, Tourette syndrome, Apraxia, Academic achievement, Epilepsy, Special education, Asperger's syndrome, Online information services, ERIC (Information retrieval system), Psychology information storage & retrieval systems, Comorbidity, Mental depression, Social classes, Educational attainment
Geographic Terms: North America
Abstract: Background: Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods. Aims: This review examines a decade of autism‐focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured. Methods: Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012–2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research. Results: Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co‐occurring conditions and diverse gender presentations was limited. Ethnicity and socio‐economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items. Conclusions: Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co‐occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review.
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  Data: <searchLink fieldCode="AR" term="%22Smart%2C+Raechel%22">Smart, Raechel</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Adams%2C+Dawn%22">Adams, Dawn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Simpson%2C+Kate%22">Simpson, Kate</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Mar2026, Vol. 96 Issue 1, p286-305. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Post-traumatic+stress+disorder%22">Post-traumatic stress disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Grey+literature%22">Grey literature</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+status%22">Economic status</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+disorders%22">Adjustment disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Tourette+syndrome%22">Tourette syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Apraxia%22">Apraxia</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Epilepsy%22">Epilepsy</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Asperger's+syndrome%22">Asperger's syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Online+information+services%22">Online information services</searchLink><br /><searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Comorbidity%22">Comorbidity</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+depression%22">Mental depression</searchLink><br /><searchLink fieldCode="DE" term="%22Social+classes%22">Social classes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods. Aims: This review examines a decade of autism‐focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured. Methods: Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012–2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research. Results: Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co‐occurring conditions and diverse gender presentations was limited. Ethnicity and socio‐economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items. Conclusions: Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co‐occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191428622
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.70015
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 20
        StartPage: 286
    Subjects:
      – SubjectFull: Post-traumatic stress disorder
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Grey literature
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Economic status
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: MEDLINE
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      – SubjectFull: Intellectual disabilities
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      – SubjectFull: Adjustment disorders
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      – SubjectFull: Tourette syndrome
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      – SubjectFull: Apraxia
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Epilepsy
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Asperger's syndrome
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      – SubjectFull: Online information services
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      – SubjectFull: ERIC (Information retrieval system)
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      – SubjectFull: Psychology information storage & retrieval systems
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      – SubjectFull: Comorbidity
        Type: general
      – SubjectFull: Mental depression
        Type: general
      – SubjectFull: Social classes
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: North America
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      – TitleFull: The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review.
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              Text: Mar2026
              Type: published
              Y: 2026
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