Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities / Heather M. BROWN ; Anne BORDEN ; Christina DEVLIN ; Adam KEDMY ; Austin LEE ; David B. NICHOLAS ; Bethan KINGSLEY ; Sandy THOMPSON-HODGETTS in Autism, 28-12 (December 2024)  

Public ISBD [article]  inAutism > 28-12 (December 2024) . - p.3092-3104 Titre : Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities Type de document : texte imprimé Auteurs : Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur Article en page(s) : p.3092-3104 Langues : Anglais (eng) Mots-clés : adulthood  autism  autonomy  choice  opportunity  qualitative  self-determination  support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16 weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities [texte imprimé] / Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur . - p.3092-3104. Langues : Anglais (eng) in Autism > 28-12 (December 2024) . - p.3092-3104 Mots-clés : adulthood  autism  autonomy  choice  opportunity  qualitative  self-determination  support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16 weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1171-1174 Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : texte imprimé Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [texte imprimé] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1171-1174 Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 26-5 (July 2022)  

Public ISBD [article]  inAutism > 26-5 (July 2022) . - p.1171-1174 Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : texte imprimé Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [texte imprimé] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174. Langues : Anglais (eng) in Autism > 26-5 (July 2022) . - p.1171-1174 Mots-clés : Autism Spectrum Disorder  Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder / Heather M. BROWN in Research in Autism Spectrum Disorders, 8-11 (November 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499 Titre : Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder Type de document : texte imprimé Auteurs : Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur Article en page(s) : p.1482-1499 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Written expression  Persuasive writing  Oral language  Weak central coherence  Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = −0.6 SD), contained shorter and simpler sentences (d = −1.0), and had less repetition of content words (d = −0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder [texte imprimé] / Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur . - p.1482-1499. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499 Mots-clés : Autism spectrum disorder  Written expression  Persuasive writing  Oral language  Weak central coherence  Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = −0.6 SD), contained shorter and simpler sentences (d = −1.0), and had less repetition of content words (d = −0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

“It fostered a greater appreciation for my little corner of the world”: A feasibility study of a therapeutic photography intervention for the well-being of autistic youth / Marina CHARALAMPOPOULOU in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2774-2790 Titre : “It fostered a greater appreciation for my little corner of the world”: A feasibility study of a therapeutic photography intervention for the well-being of autistic youth Type de document : texte imprimé Auteurs : Marina CHARALAMPOPOULOU, Auteur ; Alaa IBRAHIM, Auteur ; Heather PRIME, Auteur ; Nicole EDDY, Auteur ; Larissa PANETTA, Auteur ; Heather M. BROWN, Auteur ; Shital DESAI, Auteur ; Kylie M. GRAY, Auteur ; Meng-Chuan LAI, Auteur ; Peter E. LANGDON, Auteur ; Yona LUNSKY, Auteur ; Carly MCMORRIS, Auteur ; Paul RITVO, Auteur ; Kate TILLECZEK, Auteur ; Ami TINT, Auteur ; Jonathan A. WEISS, Auteur Article en page(s) : p.2774-2790 Langues : Anglais (eng) Mots-clés : accessible interventions  autistic youth  eudaimonia  hedonia  participatory intervention development  positive well-being interventions  therapeutic photography Index. décimale : PER Périodiques Résumé : Research and intervention efforts for autistic people have disproportionately focused on negative mental health. This has resulted in a shortage of interventions addressing the promotion of positive emotional (hedonic) and psychological (eudaimonic) states. Therapeutic photography, which refers to self-initiated photo-taking paired with mindful reflections of the photographs, has the potential to provide an accessible and scalable approach to promote positive mental health for autistic people. This study employed a mixed-methods design to investigate the development and feasibility of a novel therapeutic photography intervention intended to promote hedonic and eudaimonic well-being among autistic youth. Forty-one autistic youth between 16 and 25 years of age were recruited. Findings indicated that therapeutic photography was a feasible intervention in terms of demand, implementation, acceptability, and practicality. There was also preliminary evidence suggesting that therapeutic photography may be a promising intervention for the promotion of different aspects of hedonic and eudaimonic well-being. Suggestions for future intervention adaptations to better address the needs of autistic youth are also featured.Lay Abstract Using Photography to Increase the Well-Being in Autistic YouthPast research has mostly focused on the challenges and negative mental health experiences of autistic young people, leading to a lack of strategies aimed at increasing positive emotions and experiences. To address this gap in the literature, we developed a therapeutic photography intervention that aimed to increase positive aspects of well-being for autistic youth. With the help of two autistic advisors, we recruited 41 autistic people, between the ages of 16 and 25 years, and asked them to take photos of positive experiences and write short reflections about their photos, for the duration of 4 weeks. We then asked participants about the benefits and challenges of the intervention. We also asked participants about any challenges they had in engaging with therapeutic photography and any changes and additional supports they would recommend for the intervention. Our results showed that autistic young people found the intervention to be interesting, doable, acceptable, and practical. We also found some evidence for the potential benefits of the intervention for the well-being of autistic youth. Participants had different ideas for adapting the design of the intervention to better meet the needs of autistic youth in the future. En ligne : https://dx.doi.org/10.1177/13623613251359196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “It fostered a greater appreciation for my little corner of the world”: A feasibility study of a therapeutic photography intervention for the well-being of autistic youth [texte imprimé] / Marina CHARALAMPOPOULOU, Auteur ; Alaa IBRAHIM, Auteur ; Heather PRIME, Auteur ; Nicole EDDY, Auteur ; Larissa PANETTA, Auteur ; Heather M. BROWN, Auteur ; Shital DESAI, Auteur ; Kylie M. GRAY, Auteur ; Meng-Chuan LAI, Auteur ; Peter E. LANGDON, Auteur ; Yona LUNSKY, Auteur ; Carly MCMORRIS, Auteur ; Paul RITVO, Auteur ; Kate TILLECZEK, Auteur ; Ami TINT, Auteur ; Jonathan A. WEISS, Auteur . - p.2774-2790. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2774-2790 Mots-clés : accessible interventions  autistic youth  eudaimonia  hedonia  participatory intervention development  positive well-being interventions  therapeutic photography Index. décimale : PER Périodiques Résumé : Research and intervention efforts for autistic people have disproportionately focused on negative mental health. This has resulted in a shortage of interventions addressing the promotion of positive emotional (hedonic) and psychological (eudaimonic) states. Therapeutic photography, which refers to self-initiated photo-taking paired with mindful reflections of the photographs, has the potential to provide an accessible and scalable approach to promote positive mental health for autistic people. This study employed a mixed-methods design to investigate the development and feasibility of a novel therapeutic photography intervention intended to promote hedonic and eudaimonic well-being among autistic youth. Forty-one autistic youth between 16 and 25 years of age were recruited. Findings indicated that therapeutic photography was a feasible intervention in terms of demand, implementation, acceptability, and practicality. There was also preliminary evidence suggesting that therapeutic photography may be a promising intervention for the promotion of different aspects of hedonic and eudaimonic well-being. Suggestions for future intervention adaptations to better address the needs of autistic youth are also featured.Lay Abstract Using Photography to Increase the Well-Being in Autistic YouthPast research has mostly focused on the challenges and negative mental health experiences of autistic young people, leading to a lack of strategies aimed at increasing positive emotions and experiences. To address this gap in the literature, we developed a therapeutic photography intervention that aimed to increase positive aspects of well-being for autistic youth. With the help of two autistic advisors, we recruited 41 autistic people, between the ages of 16 and 25 years, and asked them to take photos of positive experiences and write short reflections about their photos, for the duration of 4 weeks. We then asked participants about the benefits and challenges of the intervention. We also asked participants about any challenges they had in engaging with therapeutic photography and any changes and additional supports they would recommend for the intervention. Our results showed that autistic young people found the intervention to be interesting, doable, acceptable, and practical. We also found some evidence for the potential benefits of the intervention for the well-being of autistic youth. Participants had different ideas for adapting the design of the intervention to better meet the needs of autistic youth in the future. En ligne : https://dx.doi.org/10.1177/13623613251359196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Learning from the experts: Evaluating a participatory autism and universal design training for university educators / TC WAISMAN in Autism, 27-2 (February 2023)  

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Meta-analysis of receptive and expressive language skills in autism spectrum disorder / Elaine Y. L. KWOK in Research in Autism Spectrum Disorders, 9 (January 2015)  

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A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum / Heather M. BROWN in Journal of Autism and Developmental Disorders, 43-4 (April 2013)  

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Writing, Asperger Syndrome and Theory of Mind / Heather M. BROWN in Journal of Autism and Developmental Disorders, 41-11 (November 2011)  

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