Associations between compulsive internet use and the autism spectrum / Christina SHANE-SIMPSON in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.152-165 Titre : Associations between compulsive internet use and the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Christina SHANE-SIMPSON, Auteur ; Patricia J. BROOKS, Auteur ; Rita OBEID, Auteur ; Ellen-ge DENTON, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.152-165 Langues : Anglais (eng) Mots-clés : Facebook  Social networking site  Autism  Compulsive Internet use  Restricted interests Index. décimale : PER Périodiques Résumé : Abstract The increasingly complex relationship between individuals and online environments has prompted research exploring the potential for compulsive Internet use (CIU) in varying populations. Identification of the determinants of CIU, such as offline social difficulties associated with autism spectrum disorder (ASD), could clarify whether individuals compensate for offline difficulties through online interactions. In Study 1, 597 undergraduates took an online survey measuring CIU, social symptoms of ASD, restricted interests and repetitive behaviors (RIRB), self-esteem, and Facebook behaviors. A relationship between CIU and autistic traits was attributable to non-social characteristics (RIRB) and a relationship was identified between RIRB and information-seeking behaviors. These results complicate the social compensation hypothesis by suggesting that non-social personality characteristics contribute more strongly to CIU than individuals’ attempts to compensate for offline social challenges. Study 2 matched a sample of students with ASD (n = 33) to neurotypical students (n = 33) and uncovered no significant differences in CIU scores between the matched samples. These results suggest that findings observed by measuring autistic traits in neurotypical samples may not replicate with autistic samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Associations between compulsive internet use and the autism spectrum [Texte imprimé et/ou numérique] / Christina SHANE-SIMPSON, Auteur ; Patricia J. BROOKS, Auteur ; Rita OBEID, Auteur ; Ellen-ge DENTON, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.152-165. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.152-165 Mots-clés : Facebook  Social networking site  Autism  Compulsive Internet use  Restricted interests Index. décimale : PER Périodiques Résumé : Abstract The increasingly complex relationship between individuals and online environments has prompted research exploring the potential for compulsive Internet use (CIU) in varying populations. Identification of the determinants of CIU, such as offline social difficulties associated with autism spectrum disorder (ASD), could clarify whether individuals compensate for offline difficulties through online interactions. In Study 1, 597 undergraduates took an online survey measuring CIU, social symptoms of ASD, restricted interests and repetitive behaviors (RIRB), self-esteem, and Facebook behaviors. A relationship between CIU and autistic traits was attributable to non-social characteristics (RIRB) and a relationship was identified between RIRB and information-seeking behaviors. These results complicate the social compensation hypothesis by suggesting that non-social personality characteristics contribute more strongly to CIU than individuals’ attempts to compensate for offline social challenges. Study 2 matched a sample of students with ASD (n = 33) to neurotypical students (n = 33) and uncovered no significant differences in CIU scores between the matched samples. These results suggest that findings observed by measuring autistic traits in neurotypical samples may not replicate with autistic samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2779-2792 Titre : Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; R. ELIAS, Auteur ; P. ESCUDERO, Auteur ; Ted HUTMAN, Auteur ; S. P. JOHNSON, Auteur Article en page(s) : p.2779-2792 Langues : Anglais (eng) Mots-clés : Response to joint attention  Autism  Reflexive gaze following  Word learning Index. décimale : PER Périodiques Résumé : In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism. En ligne : http://dx.doi.org/10.1007/s10803-013-1818-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; R. ELIAS, Auteur ; P. ESCUDERO, Auteur ; Ted HUTMAN, Auteur ; S. P. JOHNSON, Auteur . - p.2779-2792. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2779-2792 Mots-clés : Response to joint attention  Autism  Reflexive gaze following  Word learning Index. décimale : PER Périodiques Résumé : In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism. En ligne : http://dx.doi.org/10.1007/s10803-013-1818-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2553-2566 Titre : Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur Année de publication : 2015 Article en page(s) : p.2553-2566 Langues : Anglais (eng) Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur . - 2015 . - p.2553-2566. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2553-2566 Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Community views of neurodiversity, models of disability and autism intervention: Mixed methods reveal shared goals and key tensions / Patrick DWYER in Autism, 29-9 (September 2025)  

Public ISBD [article]  inAutism > 29-9 (September 2025) . - p.2297-2314 Titre : Community views of neurodiversity, models of disability and autism intervention: Mixed methods reveal shared goals and key tensions Type de document : Texte imprimé et/ou numérique Auteurs : Patrick DWYER, Auteur ; Ava N GURBA, Auteur ; Steven K KAPP, Auteur ; Elizabeth KILGALLON, Auteur ; Lynnette H HERSH, Auteur ; David S CHANG, Auteur ; Susan M RIVERA, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.2297-2314 Langues : Anglais (eng) Mots-clés : autism  intervention goals  neurodiversity  normalization  social model Index. décimale : PER Périodiques Résumé : Controversies regarding the neurodiversity movement may be exacerbated by confusion over its meaning. For example, some suggest neurodiversity entails acceptance of the social model, whereas others describe it as more nuanced. We aimed to help resolve conflicting viewpoints by inviting insights from 504 autistic and autism community members (278 autistic, 226 non-autistic), including 100 researchers (41 autistic), 122 professionals (35 autistic) and 162 parents/caregivers (53 autistic). They rated the neurodiversity movement, social model, medical model and intervention goals, and answered open-ended questions regarding the meaning of neurodiversity, the neurodiversity movement and disability models. Neurodiversity movement support was associated with endorsing societal reform and making environments more supportive, and lower support for normalization and adaptive skill interventions, though teaching adaptive skills was widely supported overall. Although participants often suggested the social model attributes disability solely to society, this 'strong' view was not universal. 'Strong' social model supporters still endorsed some interventions targeting individuals' characteristics (specifically, teaching adaptive skills, curing depression and epilepsy). Findings confirm that neurodiversity movement supporters denounce normalization, but are open to individualized supports. Findings highlight strong support for autistic leadership (especially among autistic people, including autistic parents) and for societal reform, and suggest that oversimplified rhetoric may cause confusion regarding advocates' views.Lay abstract What is already known about the topic? Some people support the neurodiversity movement and other people criticize it. They often disagree about what the neurodiversity movement means. Confusion about what the neurodiversity movement is makes it hard for people to agree about how best to support autistic or disabled people.What does this article add? We studied autistic and autism community members' views on the neurodiversity movement and autism interventions. Most participants supported the neurodiversity movement. Support for the neurodiversity movement was related to wanting to change society and make places more comfortable for autistic people. Neurodiversity supporters felt autistic children should choose their own intervention goals and that autistic adults should help children choose goals. Neurodiversity supporters did not think autistic people should be taught to act less autistic. Both those agreeing and disagreeing with the neurodiversity movement said that it is important to help autistic people be well. Many participants said that society causes all the difficulties disabled people experience. Yet they were somewhat open to helping people grow by teaching them useful skills and trying to cure depression and epilepsy.Implications for practice, research or policy. To better help autistic people, we should listen to participants in this study. They called for improving society, building more spaces where autistic people feel comfortable and helping autistic people lead change. They warned against teaching autistic people to hide their autism. Critics of the neurodiversity movement should read this article to better understand what neurodiversity movement supporters believe. By taking time to learn from one another, we can work together to better support autistic people. En ligne : https://dx.doi.org/10.1177/13623613241273029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Community views of neurodiversity, models of disability and autism intervention: Mixed methods reveal shared goals and key tensions [Texte imprimé et/ou numérique] / Patrick DWYER, Auteur ; Ava N GURBA, Auteur ; Steven K KAPP, Auteur ; Elizabeth KILGALLON, Auteur ; Lynnette H HERSH, Auteur ; David S CHANG, Auteur ; Susan M RIVERA, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.2297-2314. Langues : Anglais (eng) in Autism > 29-9 (September 2025) . - p.2297-2314 Mots-clés : autism  intervention goals  neurodiversity  normalization  social model Index. décimale : PER Périodiques Résumé : Controversies regarding the neurodiversity movement may be exacerbated by confusion over its meaning. For example, some suggest neurodiversity entails acceptance of the social model, whereas others describe it as more nuanced. We aimed to help resolve conflicting viewpoints by inviting insights from 504 autistic and autism community members (278 autistic, 226 non-autistic), including 100 researchers (41 autistic), 122 professionals (35 autistic) and 162 parents/caregivers (53 autistic). They rated the neurodiversity movement, social model, medical model and intervention goals, and answered open-ended questions regarding the meaning of neurodiversity, the neurodiversity movement and disability models. Neurodiversity movement support was associated with endorsing societal reform and making environments more supportive, and lower support for normalization and adaptive skill interventions, though teaching adaptive skills was widely supported overall. Although participants often suggested the social model attributes disability solely to society, this 'strong' view was not universal. 'Strong' social model supporters still endorsed some interventions targeting individuals' characteristics (specifically, teaching adaptive skills, curing depression and epilepsy). Findings confirm that neurodiversity movement supporters denounce normalization, but are open to individualized supports. Findings highlight strong support for autistic leadership (especially among autistic people, including autistic parents) and for societal reform, and suggest that oversimplified rhetoric may cause confusion regarding advocates' views.Lay abstract What is already known about the topic? Some people support the neurodiversity movement and other people criticize it. They often disagree about what the neurodiversity movement means. Confusion about what the neurodiversity movement is makes it hard for people to agree about how best to support autistic or disabled people.What does this article add? We studied autistic and autism community members' views on the neurodiversity movement and autism interventions. Most participants supported the neurodiversity movement. Support for the neurodiversity movement was related to wanting to change society and make places more comfortable for autistic people. Neurodiversity supporters felt autistic children should choose their own intervention goals and that autistic adults should help children choose goals. Neurodiversity supporters did not think autistic people should be taught to act less autistic. Both those agreeing and disagreeing with the neurodiversity movement said that it is important to help autistic people be well. Many participants said that society causes all the difficulties disabled people experience. Yet they were somewhat open to helping people grow by teaching them useful skills and trying to cure depression and epilepsy.Implications for practice, research or policy. To better help autistic people, we should listen to participants in this study. They called for improving society, building more spaces where autistic people feel comfortable and helping autistic people lead change. They warned against teaching autistic people to hide their autism. Critics of the neurodiversity movement should read this article to better understand what neurodiversity movement supporters believe. By taking time to learn from one another, we can work together to better support autistic people. En ligne : https://dx.doi.org/10.1177/13623613241273029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Comparing narrative writing of autistic and non-autistic College students / Sergey SHEVCHUK-HILL in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3901-3915 Titre : Comparing narrative writing of autistic and non-autistic College students Type de document : Texte imprimé et/ou numérique Auteurs : Sergey SHEVCHUK-HILL, Auteur ; Shana SZCZUPAKIEWICZ, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.3901-3915 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We compared short stories by autistic (n=19) and non-autistic (n=23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p=.013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p=.026). Autistic students reported more positive writing affect than non-autistic students (p=.026). Higher writing affect was associated with writing highly fictional texts (p=.03) that contained more sentences (p=.005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing. En ligne : https://doi.org/10.1007/s10803-022-05516-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Comparing narrative writing of autistic and non-autistic College students [Texte imprimé et/ou numérique] / Sergey SHEVCHUK-HILL, Auteur ; Shana SZCZUPAKIEWICZ, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.3901-3915. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3901-3915 Index. décimale : PER Périodiques Résumé : We compared short stories by autistic (n=19) and non-autistic (n=23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p=.013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p=.026). Autistic students reported more positive writing affect than non-autistic students (p=.026). Higher writing affect was associated with writing highly fictional texts (p=.03) that contained more sentences (p=.005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing. En ligne : https://doi.org/10.1007/s10803-022-05516-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students / Kristen GILLESPIE-LYNCH in Autism, 24-7 (October 2020)  

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A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States / Rita OBEID in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

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Do Autistic People?s Support Needs and Non-Autistic People?s Support for the Neurodiversity Movement Contribute to Heightened Autism Stigma in South Korea vs. the US? / So Yoon KIM in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

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Do Implicit and Explicit Racial Biases Influence Autism Identification and Stigma? An Implicit Association Test Study / Rita OBEID in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

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Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students / Tomisin OREDIPE in Autism, 27-1 (January 2023)  

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Early Childhood Predictors of the Social Competence of Adults with Autism / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

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Explicit stigma and implicit biases toward autism in South Korea versus the United States / So Yoon KIM in Autism, 27-5 (July 2023)  

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How is autistic identity in adolescence influenced by parental disclosure decisions and perceptions of autism? / Ariana RICCIO in Autism, 25-2 (February 2021)  

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Is early joint attention associated with school-age pragmatic language? / Kristen GILLESPIE-LYNCH in Autism, 19-2 (February 2015)  

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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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