Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur William MANDY |
Documents disponibles écrits par cet auteur (40)
Faire une suggestion Affiner la recherche
[article]
Titre : Dropping the mask: It takes two Type de document : Texte imprimé et/ou numérique Auteurs : Julia M. COOK, Auteur ; Laura CRANE, Auteur ; William MANDY, Auteur Article en page(s) : p.831-842 Langues : Anglais (eng) Mots-clés : adults,autism spectrum disorders,camouflaging,qualitative research,social cognition and social behaviour Index. décimale : PER Périodiques Résumé : In some social situations, autistic people feel pressure to modify their innate social behaviour (i.e. camouflage), while in other social situations they feel free to engage in ways that feel authentic or true to themselves. To date, the latter aspect of autistic people?s experience has rarely been explored. Using an online qualitative survey, this study examined 133 autistic people?s experiences and perspectives of socialising in ways that felt authentic to them, with a particular focus on mixed-neurotype interactions and the role of nonautistic people. Using reflexive thematic analysis, four themes were generated: (1) embracing diverse communication styles, interests and perspectives; (2) creating a more inclusive mixed-neurotype social environment together; (3) minimising and managing mixed-neurotype miscommunication in mutually beneficial ways; and (4) enjoyable interactions involving reduced anxiety and exhaustion as well as genuine connection and rapport. These findings are discussed with reference to theory and research involving the construct of authenticity both inside and outside the field of autism research. The knowledge generated in this study illuminates a previously underexplored aspect of autistic people?s experience and elucidates potential avenues through which to enhance the social experiences and well-being of this group. Lay abstract In some situations, autistic people feel pressure to change their social behaviour by camouflaging. In other situations, autistic people feel they don?t need to change their social behaviour. Instead, they feel they can socialise in ways that feel authentic or true to themselves. Past research has tended to focus on autistic people?s experiences of camouflaging rather than their experiences of authenticity. In this study, we asked autistic people what it is like for them when they can socialise in ways that feel authentic or true to themselves. Autistic people described authentic-feeling socialising as more free, spontaneous and open than camouflaging. In supportive environments, this kind of socialising had more positive and less negative consequences than camouflaging. Autistic people felt that having self-awareness and acceptance of their own social needs and being around autistic and nonautistic people who were accepting and understanding helped them to socialise in authentic-feeling ways. Autistic people also spoke about communication behaviours they felt nonautistic people should use to help overcome misunderstandings and create autism-friendly social environments. These findings suggest it is helpful for autistic people to have access to supportive and accepting social environments in which they feel able to socialise in ways that feel authentic to them. In creating such social environments, it is important to focus on nonautistic people?s knowledge and attitude towards autistic people and also their ability to use helpful communication behaviours. En ligne : https://dx.doi.org/10.1177/13623613231183059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525
in Autism > 28-4 (April 2024) . - p.831-842[article] Dropping the mask: It takes two [Texte imprimé et/ou numérique] / Julia M. COOK, Auteur ; Laura CRANE, Auteur ; William MANDY, Auteur . - p.831-842.
Langues : Anglais (eng)
in Autism > 28-4 (April 2024) . - p.831-842
Mots-clés : adults,autism spectrum disorders,camouflaging,qualitative research,social cognition and social behaviour Index. décimale : PER Périodiques Résumé : In some social situations, autistic people feel pressure to modify their innate social behaviour (i.e. camouflage), while in other social situations they feel free to engage in ways that feel authentic or true to themselves. To date, the latter aspect of autistic people?s experience has rarely been explored. Using an online qualitative survey, this study examined 133 autistic people?s experiences and perspectives of socialising in ways that felt authentic to them, with a particular focus on mixed-neurotype interactions and the role of nonautistic people. Using reflexive thematic analysis, four themes were generated: (1) embracing diverse communication styles, interests and perspectives; (2) creating a more inclusive mixed-neurotype social environment together; (3) minimising and managing mixed-neurotype miscommunication in mutually beneficial ways; and (4) enjoyable interactions involving reduced anxiety and exhaustion as well as genuine connection and rapport. These findings are discussed with reference to theory and research involving the construct of authenticity both inside and outside the field of autism research. The knowledge generated in this study illuminates a previously underexplored aspect of autistic people?s experience and elucidates potential avenues through which to enhance the social experiences and well-being of this group. Lay abstract In some situations, autistic people feel pressure to change their social behaviour by camouflaging. In other situations, autistic people feel they don?t need to change their social behaviour. Instead, they feel they can socialise in ways that feel authentic or true to themselves. Past research has tended to focus on autistic people?s experiences of camouflaging rather than their experiences of authenticity. In this study, we asked autistic people what it is like for them when they can socialise in ways that feel authentic or true to themselves. Autistic people described authentic-feeling socialising as more free, spontaneous and open than camouflaging. In supportive environments, this kind of socialising had more positive and less negative consequences than camouflaging. Autistic people felt that having self-awareness and acceptance of their own social needs and being around autistic and nonautistic people who were accepting and understanding helped them to socialise in authentic-feeling ways. Autistic people also spoke about communication behaviours they felt nonautistic people should use to help overcome misunderstandings and create autism-friendly social environments. These findings suggest it is helpful for autistic people to have access to supportive and accepting social environments in which they feel able to socialise in ways that feel authentic to them. In creating such social environments, it is important to focus on nonautistic people?s knowledge and attitude towards autistic people and also their ability to use helpful communication behaviours. En ligne : https://dx.doi.org/10.1177/13623613231183059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) / William MANDY in Autism, 20-5 (July 2016)
[article]
Titre : Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur Article en page(s) : p.580-590 Langues : Anglais (eng) Mots-clés : autism spectrum disorder clinical trial education intervention school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-5 (July 2016) . - p.580-590[article] Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur . - p.580-590.
Langues : Anglais (eng)
in Autism > 20-5 (July 2016) . - p.580-590
Mots-clés : autism spectrum disorder clinical trial education intervention school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Empirically Based Phenotypic Profiles of Children with Pervasive Developmental Disorders: Interpretation in the Light of the DSM-5 / Kirstin GREAVES-LORD in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
[article]
Titre : Empirically Based Phenotypic Profiles of Children with Pervasive Developmental Disorders: Interpretation in the Light of the DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Kirstin GREAVES-LORD, Auteur ; Mart L.J.M. EUSSEN, Auteur ; Frank C. VERHULST, Auteur ; Ruud B. MINDERAA, Auteur ; William MANDY, Auteur ; James J. HUDZIAK, Auteur ; Mark Peter STEENHUIS, Auteur ; Pieter F. NIJS, Auteur ; Catharina A. HARTMAN, Auteur Article en page(s) : p.1784-1797 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders DSM-5 Phenotypic profiles Comorbidity Index. décimale : PER Périodiques Résumé : This study aimed to contribute to the Diagnostic and Statistical Manual (DSM) debates on the conceptualization of autism by investigating (1) whether empirically based distinct phenotypic profiles could be distinguished within a sample of mainly cognitively able children with pervasive developmental disorder (PDD), and (2) how profiles related to diagnoses and co-occurring behavioral and emotional problems. Six classes with distinct profiles were discerned. Three classes showed profiles not completely in line with the proposed DSM-5 conceptualization of autism. These classes included relatively many cognitively able individuals with PDD-not otherwise specified. However, profiles seemed to suit other diagnostic categories, such as social communication disorder. These alternative diagnoses could retain eligibility for services, and might adequately fit more specifically targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-012-1724-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1784-1797[article] Empirically Based Phenotypic Profiles of Children with Pervasive Developmental Disorders: Interpretation in the Light of the DSM-5 [Texte imprimé et/ou numérique] / Kirstin GREAVES-LORD, Auteur ; Mart L.J.M. EUSSEN, Auteur ; Frank C. VERHULST, Auteur ; Ruud B. MINDERAA, Auteur ; William MANDY, Auteur ; James J. HUDZIAK, Auteur ; Mark Peter STEENHUIS, Auteur ; Pieter F. NIJS, Auteur ; Catharina A. HARTMAN, Auteur . - p.1784-1797.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1784-1797
Mots-clés : Autism spectrum disorders DSM-5 Phenotypic profiles Comorbidity Index. décimale : PER Périodiques Résumé : This study aimed to contribute to the Diagnostic and Statistical Manual (DSM) debates on the conceptualization of autism by investigating (1) whether empirically based distinct phenotypic profiles could be distinguished within a sample of mainly cognitively able children with pervasive developmental disorder (PDD), and (2) how profiles related to diagnoses and co-occurring behavioral and emotional problems. Six classes with distinct profiles were discerned. Three classes showed profiles not completely in line with the proposed DSM-5 conceptualization of autism. These classes included relatively many cognitively able individuals with PDD-not otherwise specified. However, profiles seemed to suit other diagnostic categories, such as social communication disorder. These alternative diagnoses could retain eligibility for services, and might adequately fit more specifically targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-012-1724-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205 Evaluating social (pragmatic) communication disorder / William MANDY in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Evaluating social (pragmatic) communication disorder Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Adele WANG, Auteur ; Irene LEE, Auteur ; David SKUSE, Auteur Article en page(s) : p.1166-1175 Langues : Anglais (eng) Mots-clés : Social (pragmatic) communication disorder autism spectrum disorder diagnostic and statistical manual fifth edition (DSM-5) pervasive developmental disorder – not otherwise specified nosology Index. décimale : PER Périodiques Résumé : Background Social (pragmatic) communication disorder (SPCD) is a new diagnosis introduced by DSM-5, characterised by problems with verbal and nonverbal social communication. It is currently unclear whether SPCD is a valid diagnostic category, because little is known about the characteristics of those who meet its criteria. We sought to identify and describe cases of SPCD, to contribute to debates about its validity. We investigated whether the symptoms of SPCD cluster together to form a coherent syndrome that is distinct from autism spectrum disorder (ASD) in terms of its core and associated features. Methods Participants were young people (N = 1,081, age range = 4–18 years) who had attended a specialist social communication disorders clinic for children with fluent language and normal-range intelligence. Standardised parent-report data were collected using the Developmental, Dimensional and Diagnostic Interview (3Di), Child Communication Checklist (CCC) and Strengths and Difficulties Questionnaire (SDQ). An algorithm was designed using 3Di and CCC items to implement DSM-5 SPCD criteria. Results Eighty-eight young people met our criteria for SPCD, with 801 meeting DSM-5 ASD criteria and the remaining 192 having neither SPCD nor ASD (‘clinical comparison group’). The core symptoms of SPCD co-occurred to a moderate degree (average interitem correlation = .22). SPCD cases had autistic social difficulties that were intermediate between ASD and the clinical comparison group. SPCD was associated with high rates of nonautistic psychopathology, with 63.5% scoring in the abnormal range of the SDQ's Total Problems scale. Conclusions We did not find evidence that SPCD is qualitatively distinct from ASD. Rather, it appears to lie on the borderlands of the autism spectrum, describing those with autistic traits that fall just below the threshold for an ASD diagnosis. SPCD may have clinical utility for identifying people with autistic traits that are insufficiently severe for ASD diagnosis, but who nevertheless require support. En ligne : http://dx.doi.org/10.1111/jcpp.12785 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1166-1175[article] Evaluating social (pragmatic) communication disorder [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Adele WANG, Auteur ; Irene LEE, Auteur ; David SKUSE, Auteur . - p.1166-1175.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1166-1175
Mots-clés : Social (pragmatic) communication disorder autism spectrum disorder diagnostic and statistical manual fifth edition (DSM-5) pervasive developmental disorder – not otherwise specified nosology Index. décimale : PER Périodiques Résumé : Background Social (pragmatic) communication disorder (SPCD) is a new diagnosis introduced by DSM-5, characterised by problems with verbal and nonverbal social communication. It is currently unclear whether SPCD is a valid diagnostic category, because little is known about the characteristics of those who meet its criteria. We sought to identify and describe cases of SPCD, to contribute to debates about its validity. We investigated whether the symptoms of SPCD cluster together to form a coherent syndrome that is distinct from autism spectrum disorder (ASD) in terms of its core and associated features. Methods Participants were young people (N = 1,081, age range = 4–18 years) who had attended a specialist social communication disorders clinic for children with fluent language and normal-range intelligence. Standardised parent-report data were collected using the Developmental, Dimensional and Diagnostic Interview (3Di), Child Communication Checklist (CCC) and Strengths and Difficulties Questionnaire (SDQ). An algorithm was designed using 3Di and CCC items to implement DSM-5 SPCD criteria. Results Eighty-eight young people met our criteria for SPCD, with 801 meeting DSM-5 ASD criteria and the remaining 192 having neither SPCD nor ASD (‘clinical comparison group’). The core symptoms of SPCD co-occurred to a moderate degree (average interitem correlation = .22). SPCD cases had autistic social difficulties that were intermediate between ASD and the clinical comparison group. SPCD was associated with high rates of nonautistic psychopathology, with 63.5% scoring in the abnormal range of the SDQ's Total Problems scale. Conclusions We did not find evidence that SPCD is qualitatively distinct from ASD. Rather, it appears to lie on the borderlands of the autism spectrum, describing those with autistic traits that fall just below the threshold for an ASD diagnosis. SPCD may have clinical utility for identifying people with autistic traits that are insufficiently severe for ASD diagnosis, but who nevertheless require support. En ligne : http://dx.doi.org/10.1111/jcpp.12785 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Gender differences in self-reported camouflaging in autistic and non-autistic adults / Laura HULL in Autism, 24-2 (February 2020)
[article]
Titre : Gender differences in self-reported camouflaging in autistic and non-autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Laura HULL, Auteur ; Meng-Chuan LAI, Auteur ; Simon BARON-COHEN, Auteur ; Carrie ALLISON, Auteur ; Paula SMITH, Auteur ; K. V. PETRIDES, Auteur ; William MANDY, Auteur Article en page(s) : p.352-363 Langues : Anglais (eng) Mots-clés : adult autism camouflaging compensation females gender differences masking Index. décimale : PER Périodiques Résumé : Social camouflaging describes the use of strategies to compensate for and mask autistic characteristics during social interactions. A newly developed self-reported measure of camouflaging (Camouflaging Autistic Traits Questionnaire) was used in an online survey to measure gender differences in autistic (n = 306) and non-autistic adults (n = 472) without intellectual disability for the first time. Controlling for age and autistic-like traits, an interaction between gender and diagnostic status was found: autistic females demonstrated higher total camouflaging scores than autistic males (partial eta(2) = 0.08), but there was no camouflaging gender difference for non-autistic people. Autistic females scored higher than males on two of three Camouflaging Autistic Traits Questionnaire subscales: Masking (partial eta(2) = 0.05) and Assimilation (partial eta(2) = 0.06), but not on the Compensation subscale. No differences were found between non-autistic males and females on any subscale. No differences were found between non-binary individuals and other genders in either autistic or non-autistic groups, although samples were underpowered. These findings support previous observations of greater camouflaging in autistic females than males and demonstrate for the first time no self-reported gender difference in non-autistic adults. En ligne : http://dx.doi.org/10.1177/1362361319864804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.352-363[article] Gender differences in self-reported camouflaging in autistic and non-autistic adults [Texte imprimé et/ou numérique] / Laura HULL, Auteur ; Meng-Chuan LAI, Auteur ; Simon BARON-COHEN, Auteur ; Carrie ALLISON, Auteur ; Paula SMITH, Auteur ; K. V. PETRIDES, Auteur ; William MANDY, Auteur . - p.352-363.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.352-363
Mots-clés : adult autism camouflaging compensation females gender differences masking Index. décimale : PER Périodiques Résumé : Social camouflaging describes the use of strategies to compensate for and mask autistic characteristics during social interactions. A newly developed self-reported measure of camouflaging (Camouflaging Autistic Traits Questionnaire) was used in an online survey to measure gender differences in autistic (n = 306) and non-autistic adults (n = 472) without intellectual disability for the first time. Controlling for age and autistic-like traits, an interaction between gender and diagnostic status was found: autistic females demonstrated higher total camouflaging scores than autistic males (partial eta(2) = 0.08), but there was no camouflaging gender difference for non-autistic people. Autistic females scored higher than males on two of three Camouflaging Autistic Traits Questionnaire subscales: Masking (partial eta(2) = 0.05) and Assimilation (partial eta(2) = 0.06), but not on the Compensation subscale. No differences were found between non-autistic males and females on any subscale. No differences were found between non-binary individuals and other genders in either autistic or non-autistic groups, although samples were underpowered. These findings support previous observations of greater camouflaging in autistic females than males and demonstrate for the first time no self-reported gender difference in non-autistic adults. En ligne : http://dx.doi.org/10.1177/1362361319864804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 Gendered play behaviours in autistic and non-autistic children: A population-based cohort study / Laura HULL in Autism, 27-5 (July 2023)
PermalinkHealthcare clinician perspectives on the intersection of autism and gender dysphoria / Kate COOPER in Autism, 27-1 (January 2023)
Permalink“I want to fit in… but I don’t want to change myself fundamentally”: A qualitative exploration of the relationship between masking and mental health for autistic teenagers / Louise CHAPMAN in Research in Autism Spectrum Disorders, 99 (November)
PermalinkInvestigating the cross-cultural validity of DSM-5 autism spectrum disorder: Evidence from Finnish and UK samples / William MANDY in Autism, 18-1 (January 2014)
PermalinkNew approaches to social skills training: Blended group interventions for girls with social communication difficulties / Jeanne WOLSTENCROFT in Autism Research, 14-5 (May 2021)
PermalinkPhenomenology of gender dysphoria in autism: a multiperspective qualitative analysis / Kate COOPER in Journal of Child Psychology and Psychiatry, 64-2 (February 2023)
PermalinkPublishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 26-6 (August 2022)
Permalink“Putting on My Best Normal”: Social Camouflaging in Adults with Autism Spectrum Conditions / Laura HULL in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
PermalinkRecognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study / Alana WHITLOCK in Autism Research, 13-8 (August 2020)
PermalinkSex/Gender Differences in Camouflaging in Children and Adolescents with Autism / Henry WOOD-DOWNIE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
Permalink