Dépouillements

Autistic young people?s experiences of remote psychological interventions during COVID-19 / Lucy ADAMS in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1616-1627 Titre : Autistic young people?s experiences of remote psychological interventions during COVID-19 Type de document : Texte imprimé et/ou numérique Auteurs : Lucy ADAMS, Auteur ; Nicoletta ADAMO, Auteur ; Matthew J HOLLOCKS, Auteur ; Jennifer WATSON, Auteur ; Aylana BREWSTER, Auteur ; Lucia VALMAGGIA, Auteur ; Emma JEWITT, Auteur ; Jodie EDWARDS, Auteur ; Maisie KRISSON, Auteur ; Emily SIMONOFF, Auteur Article en page(s) : p.1616-1627 Langues : Anglais (eng) Mots-clés : adolescents;autism spectrum disorders;psychological interventions;telepsychiatry Index. décimale : PER Périodiques Résumé : Telepsychiatry has been rapidly adopted to help control the spread of coronavirus. Clinicians have raised concerns over this for individuals diagnosed with autism spectrum disorder. The remote delivery of psychological interventions in particular requires further attention as their in-person delivery has autism spectrum disorder-associated challenges which overlap with the challenges of telepsychiatry broadly (i.e. beyond autism spectrum disorder). Autistic service-users (aged 15-18 years, n=6) and clinicians working with this client group (n=8) were therefore interviewed about their experience of remote psychological interventions during the pandemic. The sample size was determined using preregistered thematic saturation calculations. Thematic analysis of responses identified challenges/barriers, benefits, facilitators, and factors perceived to cause variability in experiences of remote delivery. These broadly echoed those identified in existing literature, but their underlying reasons had not been explored before and some were novel. Novel findings mostly surrounded difficulties navigating a new social system online, and the intensity of the social interaction feeling reduced remotely. Themes were broadly the same between young people and clinicians, aside from subtle differences. For example, young people provided distinct reasons for some of the perceived benefits. Most participants advocated for the provision of hybrid delivery post-pandemic. Implications of findings are discussed.Lay abstractRecently, therapy has been delivered at a distance (i.e. remotely) to help control the spread of coronavirus. Clinicians have voiced concerns that remote delivery is unsuitable for certain individuals, including those who are autistic, but they have also highlighted potential benefits for autistic individuals. Benefits include some individuals feeling more comfortable receiving therapy at home. This is the first study to interview autistic individuals about their experience of remote therapy. Participants were six young people aged 15-18 years and eight clinicians. Participants described their experience of remote delivery, including challenges, benefits, and suggestions. Most of these supported previous research findings, but some were new or provided further insight into those already identified. A newly identified challenge was knowing online social etiquette. All participants found aspects of the experience challenging, but all identified benefits and most voiced that remote sessions should be offered to young people. Participants further identified individual characteristics that may make someone less suited to remote delivery (e.g. shyness). They also identified ways of making the experience of remote delivery easier (e.g. sitting with a pet). Young people?s and clinicians' views were similar overall, with only subtle differences. For example, young people uniquely voiced that remote delivery was similar to in-person, that benefits were hard to identify, and provided distinct reasons for the social interaction feeling less intense remotely. Findings may be used to improve remote delivery, for guiding future research, and as a case for continuing to offer it to those who may most benefit. En ligne : http://dx.doi.org/10.1177/13623613221142730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Autistic young people?s experiences of remote psychological interventions during COVID-19 [Texte imprimé et/ou numérique] / Lucy ADAMS, Auteur ; Nicoletta ADAMO, Auteur ; Matthew J HOLLOCKS, Auteur ; Jennifer WATSON, Auteur ; Aylana BREWSTER, Auteur ; Lucia VALMAGGIA, Auteur ; Emma JEWITT, Auteur ; Jodie EDWARDS, Auteur ; Maisie KRISSON, Auteur ; Emily SIMONOFF, Auteur . - p.1616-1627. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1616-1627 Mots-clés : adolescents;autism spectrum disorders;psychological interventions;telepsychiatry Index. décimale : PER Périodiques Résumé : Telepsychiatry has been rapidly adopted to help control the spread of coronavirus. Clinicians have raised concerns over this for individuals diagnosed with autism spectrum disorder. The remote delivery of psychological interventions in particular requires further attention as their in-person delivery has autism spectrum disorder-associated challenges which overlap with the challenges of telepsychiatry broadly (i.e. beyond autism spectrum disorder). Autistic service-users (aged 15-18 years, n=6) and clinicians working with this client group (n=8) were therefore interviewed about their experience of remote psychological interventions during the pandemic. The sample size was determined using preregistered thematic saturation calculations. Thematic analysis of responses identified challenges/barriers, benefits, facilitators, and factors perceived to cause variability in experiences of remote delivery. These broadly echoed those identified in existing literature, but their underlying reasons had not been explored before and some were novel. Novel findings mostly surrounded difficulties navigating a new social system online, and the intensity of the social interaction feeling reduced remotely. Themes were broadly the same between young people and clinicians, aside from subtle differences. For example, young people provided distinct reasons for some of the perceived benefits. Most participants advocated for the provision of hybrid delivery post-pandemic. Implications of findings are discussed.Lay abstractRecently, therapy has been delivered at a distance (i.e. remotely) to help control the spread of coronavirus. Clinicians have voiced concerns that remote delivery is unsuitable for certain individuals, including those who are autistic, but they have also highlighted potential benefits for autistic individuals. Benefits include some individuals feeling more comfortable receiving therapy at home. This is the first study to interview autistic individuals about their experience of remote therapy. Participants were six young people aged 15-18 years and eight clinicians. Participants described their experience of remote delivery, including challenges, benefits, and suggestions. Most of these supported previous research findings, but some were new or provided further insight into those already identified. A newly identified challenge was knowing online social etiquette. All participants found aspects of the experience challenging, but all identified benefits and most voiced that remote sessions should be offered to young people. Participants further identified individual characteristics that may make someone less suited to remote delivery (e.g. shyness). They also identified ways of making the experience of remote delivery easier (e.g. sitting with a pet). Young people?s and clinicians' views were similar overall, with only subtle differences. For example, young people uniquely voiced that remote delivery was similar to in-person, that benefits were hard to identify, and provided distinct reasons for the social interaction feeling less intense remotely. Findings may be used to improve remote delivery, for guiding future research, and as a case for continuing to offer it to those who may most benefit. En ligne : http://dx.doi.org/10.1177/13623613221142730 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Autism spectrum disorder and personality disorders: How do clinicians carry out a differential diagnosis? / Clare S ALLELY in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1847-1850 Titre : Autism spectrum disorder and personality disorders: How do clinicians carry out a differential diagnosis? Type de document : Texte imprimé et/ou numérique Auteurs : Clare S ALLELY, Auteur ; Emma WOODHOUSE, Auteur ; Raja AS MUKHERJEE, Auteur Article en page(s) : p.1847-1850 Langues : Anglais (eng) Mots-clés : ASD;autism spectrum disorder;personality disorders Index. décimale : PER Périodiques Résumé : Although it is recognised that autism spectrum disorder (ASD) and personality disorders (PDs) have a variety of factors in common, the exact nature of the relationship between ASD and the PDs remains unclear. The overlapping symptom profiles and complexities in developmental trajectories in ASD and PDs can lead to diagnostic uncertainty and to challenges in determining differential diagnoses. Features of ASD and PD can be misattributed and easily lead to misdiagnosis or missed diagnoses in patients who have a diagnosis of ASD, which may impact therapeutic pathways. Since differentiating between ASD and PD is such a complex task with implications for therapeutic approaches, it has been argued that there is a need for additional understanding and markers for facilitating diagnostic procedures. There is an urgent need to explore how clinicians make diagnostic decisions and the challenges they face in forming diagnostic conclusions. Where overlaps exist, it is important to consider how clinicians interpret and attribute certain characteristics within the context of ASD and/or PD diagnoses.Lay AbstractIt is now recognised that autism spectrum disorder (ASD) and personality disorders (PDs) have a variety of factors in common. However, the exact nature of the relationship between ASD and the PDs remains unclear. The overlapping symptom profiles of ASD and PDs can lead to diagnostic uncertainty - features of ASD and PD can be misattributed and easily lead to misdiagnosis of ASD patients. Since differentiating between ASD and PD is such a complex task, it has been argued that there is a need for additional understanding and markers for facilitating diagnostic procedures. There is an urgent need to explore, first, how clinicians make diagnostic decisions and, second, how to effectively deal with the challenges and difficulties they face when making decisions. Also, where there are clear overlaps, how do clinicians choose how to attribute labels in order to understand the person. En ligne : http://dx.doi.org/10.1177/13623613231151356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Autism spectrum disorder and personality disorders: How do clinicians carry out a differential diagnosis? [Texte imprimé et/ou numérique] / Clare S ALLELY, Auteur ; Emma WOODHOUSE, Auteur ; Raja AS MUKHERJEE, Auteur . - p.1847-1850. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1847-1850 Mots-clés : ASD;autism spectrum disorder;personality disorders Index. décimale : PER Périodiques Résumé : Although it is recognised that autism spectrum disorder (ASD) and personality disorders (PDs) have a variety of factors in common, the exact nature of the relationship between ASD and the PDs remains unclear. The overlapping symptom profiles and complexities in developmental trajectories in ASD and PDs can lead to diagnostic uncertainty and to challenges in determining differential diagnoses. Features of ASD and PD can be misattributed and easily lead to misdiagnosis or missed diagnoses in patients who have a diagnosis of ASD, which may impact therapeutic pathways. Since differentiating between ASD and PD is such a complex task with implications for therapeutic approaches, it has been argued that there is a need for additional understanding and markers for facilitating diagnostic procedures. There is an urgent need to explore how clinicians make diagnostic decisions and the challenges they face in forming diagnostic conclusions. Where overlaps exist, it is important to consider how clinicians interpret and attribute certain characteristics within the context of ASD and/or PD diagnoses.Lay AbstractIt is now recognised that autism spectrum disorder (ASD) and personality disorders (PDs) have a variety of factors in common. However, the exact nature of the relationship between ASD and the PDs remains unclear. The overlapping symptom profiles of ASD and PDs can lead to diagnostic uncertainty - features of ASD and PD can be misattributed and easily lead to misdiagnosis of ASD patients. Since differentiating between ASD and PD is such a complex task, it has been argued that there is a need for additional understanding and markers for facilitating diagnostic procedures. There is an urgent need to explore, first, how clinicians make diagnostic decisions and, second, how to effectively deal with the challenges and difficulties they face when making decisions. Also, where there are clear overlaps, how do clinicians choose how to attribute labels in order to understand the person. En ligne : http://dx.doi.org/10.1177/13623613231151356 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Predicting academic success of autistic students in higher education / Theo BAKKER in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1803-1816 Titre : Predicting academic success of autistic students in higher education Type de document : Texte imprimé et/ou numérique Auteurs : Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.1803-1816 Langues : Anglais (eng) Mots-clés : academic achievement;autism;higher education;predictive modeling;propensity score weighting;student retention Index. décimale : PER Périodiques Résumé : Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students' academic success was predictable, and these predictions were more accurate than predictions of their peers' success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students' studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.Laymen SummaryWhat is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221146439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Predicting academic success of autistic students in higher education [Texte imprimé et/ou numérique] / Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur . - p.1803-1816. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1803-1816 Mots-clés : academic achievement;autism;higher education;predictive modeling;propensity score weighting;student retention Index. décimale : PER Périodiques Résumé : Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students' academic success was predictable, and these predictions were more accurate than predictions of their peers' success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students' studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.Laymen SummaryWhat is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221146439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

How my life is unique: Sibling perspectives of autism / Priscilla BURNHAM RIOSA in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1575-1587 Titre : How my life is unique: Sibling perspectives of autism Type de document : Texte imprimé et/ou numérique Auteurs : Priscilla BURNHAM RIOSA, Auteur ; Rebecca ENSOR, Auteur ; Brynn JICHICI, Auteur ; Brittany DAVY, Auteur Article en page(s) : p.1575-1587 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;family;interpretative phenomenological analysis;sibling Index. décimale : PER Périodiques Résumé : The impact of autism on the family is an area of study that merits further research attention. Much of the existing literature has focused on the parent perspective, with less emphasis on the experiences of other family members, particularly non-autistic siblings. This study aimed to explore the lived experiences of a sample of nine 8- to 17-year-old non-autistic siblings of children and youth on the autism spectrum. We interviewed siblings and analysed transcripts using interpretative phenomenological analysis. Our results revealed the following Group Experiential Themes: (1) Role disparities, different expectations; (2) Connection and disconnection; and (3) Our family is (extra)ordinary. Our study findings highlight the unique and collective perspectives of siblings regarding their brother or sister on the spectrum within the broader family dynamic. We discuss the implications of these results on siblings of autistic children and youth.Lay abstractThe impact of autism on the family is an important area of study. Much of the existing literature has focused on the parent perspective, with less emphasis on the experiences of other family members, especially non-autistic siblings. This study aimed to explore the lived experiences of a sample of nine 8- to 17-year-old non-autistic siblings of children and youth on the autism spectrum. We interviewed non-autistic siblings and analysed the written transcripts. Our results revealed the following themes: (1) Role disparities, different expectations; (2) Connection and disconnection; and (3) Our family is (extra)ordinary. Our study findings highlight siblings' unique and collective perspectives regarding their brother or sister on the spectrum within the broader family unit. We discuss the implications of these results on siblings of autistic children and youth. En ligne : http://dx.doi.org/10.1177/13623613221142385 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] How my life is unique: Sibling perspectives of autism [Texte imprimé et/ou numérique] / Priscilla BURNHAM RIOSA, Auteur ; Rebecca ENSOR, Auteur ; Brynn JICHICI, Auteur ; Brittany DAVY, Auteur . - p.1575-1587. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1575-1587 Mots-clés : autism spectrum disorder;family;interpretative phenomenological analysis;sibling Index. décimale : PER Périodiques Résumé : The impact of autism on the family is an area of study that merits further research attention. Much of the existing literature has focused on the parent perspective, with less emphasis on the experiences of other family members, particularly non-autistic siblings. This study aimed to explore the lived experiences of a sample of nine 8- to 17-year-old non-autistic siblings of children and youth on the autism spectrum. We interviewed siblings and analysed transcripts using interpretative phenomenological analysis. Our results revealed the following Group Experiential Themes: (1) Role disparities, different expectations; (2) Connection and disconnection; and (3) Our family is (extra)ordinary. Our study findings highlight the unique and collective perspectives of siblings regarding their brother or sister on the spectrum within the broader family dynamic. We discuss the implications of these results on siblings of autistic children and youth.Lay abstractThe impact of autism on the family is an important area of study. Much of the existing literature has focused on the parent perspective, with less emphasis on the experiences of other family members, especially non-autistic siblings. This study aimed to explore the lived experiences of a sample of nine 8- to 17-year-old non-autistic siblings of children and youth on the autism spectrum. We interviewed non-autistic siblings and analysed the written transcripts. Our results revealed the following themes: (1) Role disparities, different expectations; (2) Connection and disconnection; and (3) Our family is (extra)ordinary. Our study findings highlight siblings' unique and collective perspectives regarding their brother or sister on the spectrum within the broader family unit. We discuss the implications of these results on siblings of autistic children and youth. En ligne : http://dx.doi.org/10.1177/13623613221142385 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Understanding language preference: Autism knowledge, experience of stigma and autism identity / Simon M BURY in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1588-1600 Titre : Understanding language preference: Autism knowledge, experience of stigma and autism identity Type de document : Texte imprimé et/ou numérique Auteurs : Simon M BURY, Auteur ; Rachel JELLETT, Auteur ; Alex HASCHEK, Auteur ; Michael WENZEL, Auteur ; Darren HEDLEY, Auteur ; Jennifer R SPOOR, Auteur Article en page(s) : p.1588-1600 Langues : Anglais (eng) Mots-clés : autism;autism identity;label preference;stigma;terminology Index. décimale : PER Périodiques Résumé : Prior research has studied preferences for identity- or person-first language among persons with an autism diagnosis. The current study differs from this previous body of research by specifically examining quantitative predictors of language preferences through a social identity theoretical approach, thereby leading to a better understanding of psychological and social factors that might underlie language use and preference within the autistic community. Australian adults with an autism diagnosis (N=198) completed the measures of autism knowledge, internalised stigma, and autism identity to determine whether these factors predict language preference. Results indicated a stronger autism identity was associated with a preference for identity-first terms (autistic/autistic person) and finding these less offensive. Contrastingly, stigma was associated with finding identity-first language less favourable and more offensive. Person-first terms (e.g. person with autism) were not associated with any of the predictors. Together, these findings suggest decision-making around identity-first language is influenced by a strong sense of autistic identity and experiences of stigma.Lay abstractThere is ongoing discussion around what language is acceptable when talking about someone with an autism diagnosis, especially regarding person-first (e.g. person with autism) or identity-first (e.g. autistic person) language. We asked 198 Australian adults with an autism diagnosis what terminology they prefer and what they find offensive. We also asked questions to understand their experience of stigma, their autism knowledge and how much they endorse an autism identity, to investigate if these factors were associated with their language preferences. Overall, there was no significant association between these three factors and person-first terminology. For identity-first terms, those who endorse a stronger autism identity tended to find identity-first terms more preferable and less offensive, whereas those who reported greater experiences and internalisation of stigma tended to find identity-first terms less preferable and more offensive. Previous research has tended to ask what language participants prefer. The findings of this work help provide some context as to why people prefer or find offensive specific terms, at least for identity-first language. En ligne : http://dx.doi.org/10.1177/13623613221142383 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Understanding language preference: Autism knowledge, experience of stigma and autism identity [Texte imprimé et/ou numérique] / Simon M BURY, Auteur ; Rachel JELLETT, Auteur ; Alex HASCHEK, Auteur ; Michael WENZEL, Auteur ; Darren HEDLEY, Auteur ; Jennifer R SPOOR, Auteur . - p.1588-1600. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1588-1600 Mots-clés : autism;autism identity;label preference;stigma;terminology Index. décimale : PER Périodiques Résumé : Prior research has studied preferences for identity- or person-first language among persons with an autism diagnosis. The current study differs from this previous body of research by specifically examining quantitative predictors of language preferences through a social identity theoretical approach, thereby leading to a better understanding of psychological and social factors that might underlie language use and preference within the autistic community. Australian adults with an autism diagnosis (N=198) completed the measures of autism knowledge, internalised stigma, and autism identity to determine whether these factors predict language preference. Results indicated a stronger autism identity was associated with a preference for identity-first terms (autistic/autistic person) and finding these less offensive. Contrastingly, stigma was associated with finding identity-first language less favourable and more offensive. Person-first terms (e.g. person with autism) were not associated with any of the predictors. Together, these findings suggest decision-making around identity-first language is influenced by a strong sense of autistic identity and experiences of stigma.Lay abstractThere is ongoing discussion around what language is acceptable when talking about someone with an autism diagnosis, especially regarding person-first (e.g. person with autism) or identity-first (e.g. autistic person) language. We asked 198 Australian adults with an autism diagnosis what terminology they prefer and what they find offensive. We also asked questions to understand their experience of stigma, their autism knowledge and how much they endorse an autism identity, to investigate if these factors were associated with their language preferences. Overall, there was no significant association between these three factors and person-first terminology. For identity-first terms, those who endorse a stronger autism identity tended to find identity-first terms more preferable and less offensive, whereas those who reported greater experiences and internalisation of stigma tended to find identity-first terms less preferable and more offensive. Previous research has tended to ask what language participants prefer. The findings of this work help provide some context as to why people prefer or find offensive specific terms, at least for identity-first language. En ligne : http://dx.doi.org/10.1177/13623613221142383 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Realist evaluation of a transdisciplinary mealtime management service for autistic children / Wai Ting CHAN in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1547-1559 Titre : Realist evaluation of a transdisciplinary mealtime management service for autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Wai Ting CHAN, Auteur ; Christina Li Ern CHONG, Auteur ; Zhao Min GOH, Auteur ; Chrystal Xin Xuan LING, Auteur ; Ruyi TONG, Auteur ; Madeline DAVEY, Auteur ; Melissa H BLACK, Auteur Article en page(s) : p.1547-1559 Langues : Anglais (eng) Mots-clés : eating;feeding;mealtime behaviours;transdisciplinary Index. décimale : PER Périodiques Résumé : Autistic children commonly experience mealtime difficulties; however, it is unknown what makes an effective transdisciplinary mealtime service for autistic children. This study used a realist evaluation framework to explore caregivers' and therapists' perceptions of the contexts, mechanisms and associated outcomes of a transdisciplinary mealtime management service for autistic children. Semi-structured interviews were conducted with six caregivers of autistic children engaged in a transdisciplinary mealtime service and 10 therapists providing the service, with interview data analysed using a realist evaluation approach. Four-context (child factors, family factors, therapist factors and institutional parameters), three-mechanism (transdisciplinary collaboration, child-centred approach and managing caregiver expectations) and two-outcome (impact on the child and impact on the caregiver) themes were identified. Findings highlighted that transdisciplinary collaboration, a child- and family-centred approach and managing caregiver expectations are key mechanisms providing a foundation for the development of evidence-based mealtime services for autistic children.Lay abstractMealtimes and eating can be difficult for autistic children. A service where different professions work together is required to address the varied and complex mealtime difficulties of autistic children. Little is known about what is needed for such services to be effective. We interviewed six caregivers of autistic children who were engaged in a mealtime service and 10 therapists who are involved in delivering the service to understand their perspectives on the factors that were driving the effectiveness of the mealtime service. We found that different health professionals from different disciplines working together, focusing on adapting intervention to the child and family and managing expectations of the caregiver were important in contributing to outcomes of the mealtime service. The findings of this study can be used to inform the development of more effective interventions and services to support the well-being and development of autistic children. En ligne : http://dx.doi.org/10.1177/13623613221140717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Realist evaluation of a transdisciplinary mealtime management service for autistic children [Texte imprimé et/ou numérique] / Wai Ting CHAN, Auteur ; Christina Li Ern CHONG, Auteur ; Zhao Min GOH, Auteur ; Chrystal Xin Xuan LING, Auteur ; Ruyi TONG, Auteur ; Madeline DAVEY, Auteur ; Melissa H BLACK, Auteur . - p.1547-1559. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1547-1559 Mots-clés : eating;feeding;mealtime behaviours;transdisciplinary Index. décimale : PER Périodiques Résumé : Autistic children commonly experience mealtime difficulties; however, it is unknown what makes an effective transdisciplinary mealtime service for autistic children. This study used a realist evaluation framework to explore caregivers' and therapists' perceptions of the contexts, mechanisms and associated outcomes of a transdisciplinary mealtime management service for autistic children. Semi-structured interviews were conducted with six caregivers of autistic children engaged in a transdisciplinary mealtime service and 10 therapists providing the service, with interview data analysed using a realist evaluation approach. Four-context (child factors, family factors, therapist factors and institutional parameters), three-mechanism (transdisciplinary collaboration, child-centred approach and managing caregiver expectations) and two-outcome (impact on the child and impact on the caregiver) themes were identified. Findings highlighted that transdisciplinary collaboration, a child- and family-centred approach and managing caregiver expectations are key mechanisms providing a foundation for the development of evidence-based mealtime services for autistic children.Lay abstractMealtimes and eating can be difficult for autistic children. A service where different professions work together is required to address the varied and complex mealtime difficulties of autistic children. Little is known about what is needed for such services to be effective. We interviewed six caregivers of autistic children who were engaged in a mealtime service and 10 therapists who are involved in delivering the service to understand their perspectives on the factors that were driving the effectiveness of the mealtime service. We found that different health professionals from different disciplines working together, focusing on adapting intervention to the child and family and managing expectations of the caregiver were important in contributing to outcomes of the mealtime service. The findings of this study can be used to inform the development of more effective interventions and services to support the well-being and development of autistic children. En ligne : http://dx.doi.org/10.1177/13623613221140717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

An initial trial of OPT-In-Early: An online training program for caregivers of autistic children / Yael G DAI in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1601-1615 Titre : An initial trial of OPT-In-Early: An online training program for caregivers of autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Yael G DAI, Auteur ; Rebecca P THOMAS, Auteur ; Lynn BRENNAN, Auteur ; My-Linh LUU, Auteur ; Jamie HUGHES-LIKA, Auteur ; Molly REILLY, Auteur ; Paula MORENO, Auteur ; Brenda OBE, Auteur ; Kelli B AHMED, Auteur ; Leandra N BERRY, Auteur ; Robin P GOIN-KOCHEL, Auteur ; Molly S HELT, Auteur ; Marianne L BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L ROBINS, Auteur ; Deborah A FEIN, Auteur Article en page(s) : p.1601-1615 Langues : Anglais (eng) Mots-clés : autistic;online training;parent training;self-directed;telehealth Index. décimale : PER Périodiques Résumé : Online Parent Training in Early Behavioral Intervention (OPT-In-Early) is a self-directed resource for caregivers of autistic children. Sixty-three parent-child dyads from three states in were randomized to the OPT-In-Early or treatment as usual group. Parents in both groups completed baseline and post-treatment visits, which were targeted for 4?months apart but allowed to go up to 6?months. Compared to parents in the treatment as usual group, parents randomized to OPT-In-Early learned more evidence-based intervention principles from baseline to post-treatment and were rated by observers blind to group and time as increasing their use of these strategies during brief semi-structured interactions with their children. Parent participation in OPT-In-Early did not significantly influence children?s social communication as coded from one observation session. Results suggest that parents acquired knowledge and skills in intervention techniques from OPT-In-Early. Longer trials may be needed for gains in child behavior.Lay abstractEarly intervention can help children learn language and improve social communication. However, many barriers, including the expense of services and an insufficient number of providers, prohibit families from accessing services when their children are young. We developed a comprehensive online program for caregivers of autistic children. The program, Online Parent Training in Early Behavioral Intervention (OPT-In-Early), uses text and video demonstrations to teach caregivers effective methods for improving their children?s language, social, and adaptive skills (e.g. using utensils, toilet training), and reducing their children?s disruptive behavior. Sixty-three parents from three states participated in the study. Half of the parents received access to the OPT-In-Early program. After 4?months, parents who had access to the OPT-In-Early program learned more effective intervention strategies, and started using these strategies during interactions with their children, than parents who did not receive access to the program. Parent participation in OPT-In-Early did not significantly influence children?s social communication compared to children whose parents did not have access to OPT-In-Early. A longer duration of parents using learned intervention skills with their children may be needed for children?s social communication skills to improve. En ligne : http://dx.doi.org/10.1177/13623613221142408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] An initial trial of OPT-In-Early: An online training program for caregivers of autistic children [Texte imprimé et/ou numérique] / Yael G DAI, Auteur ; Rebecca P THOMAS, Auteur ; Lynn BRENNAN, Auteur ; My-Linh LUU, Auteur ; Jamie HUGHES-LIKA, Auteur ; Molly REILLY, Auteur ; Paula MORENO, Auteur ; Brenda OBE, Auteur ; Kelli B AHMED, Auteur ; Leandra N BERRY, Auteur ; Robin P GOIN-KOCHEL, Auteur ; Molly S HELT, Auteur ; Marianne L BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Diana L ROBINS, Auteur ; Deborah A FEIN, Auteur . - p.1601-1615. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1601-1615 Mots-clés : autistic;online training;parent training;self-directed;telehealth Index. décimale : PER Périodiques Résumé : Online Parent Training in Early Behavioral Intervention (OPT-In-Early) is a self-directed resource for caregivers of autistic children. Sixty-three parent-child dyads from three states in were randomized to the OPT-In-Early or treatment as usual group. Parents in both groups completed baseline and post-treatment visits, which were targeted for 4?months apart but allowed to go up to 6?months. Compared to parents in the treatment as usual group, parents randomized to OPT-In-Early learned more evidence-based intervention principles from baseline to post-treatment and were rated by observers blind to group and time as increasing their use of these strategies during brief semi-structured interactions with their children. Parent participation in OPT-In-Early did not significantly influence children?s social communication as coded from one observation session. Results suggest that parents acquired knowledge and skills in intervention techniques from OPT-In-Early. Longer trials may be needed for gains in child behavior.Lay abstractEarly intervention can help children learn language and improve social communication. However, many barriers, including the expense of services and an insufficient number of providers, prohibit families from accessing services when their children are young. We developed a comprehensive online program for caregivers of autistic children. The program, Online Parent Training in Early Behavioral Intervention (OPT-In-Early), uses text and video demonstrations to teach caregivers effective methods for improving their children?s language, social, and adaptive skills (e.g. using utensils, toilet training), and reducing their children?s disruptive behavior. Sixty-three parents from three states participated in the study. Half of the parents received access to the OPT-In-Early program. After 4?months, parents who had access to the OPT-In-Early program learned more effective intervention strategies, and started using these strategies during interactions with their children, than parents who did not receive access to the program. Parent participation in OPT-In-Early did not significantly influence children?s social communication compared to children whose parents did not have access to OPT-In-Early. A longer duration of parents using learned intervention skills with their children may be needed for children?s social communication skills to improve. En ligne : http://dx.doi.org/10.1177/13623613221142408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Access to employment: A comparison of autistic, neurodivergent and neurotypical adults' experiences of hiring processes in the United Kingdom / Jade DAVIES in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1746-1763 Titre : Access to employment: A comparison of autistic, neurodivergent and neurotypical adults' experiences of hiring processes in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Jade DAVIES, Auteur ; Brett HEASMAN, Auteur ; Adam LIVESEY, Auteur ; Amy WALKER, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur Article en page(s) : p.1746-1763 Langues : Anglais (eng) Mots-clés : adulthood;autism;employment;recruitment Index. décimale : PER Périodiques Résumé : Autistic people face high unemployment rates. One reason for this may be that hiring processes are inaccessible. This study aimed to establish autistic people?s unique experiences of hiring processes in the United Kingdom, by comparing them to the experiences of non-autistic neurodivergent people and neurotypical people. Using qualitative and quantitative data from 225 autistic, 64 non-autistic neurodivergent and 88 neurotypical adults, we identified a series of (dis)similarities in participants' views and experiences of recruitment for employment. Similarities across the three groups included (1) frustration with the focus on social skills; (2) a perceived need for more flexible hiring processes; (3) a desire for more clarity and (4) the importance of the environment. Participants also acknowledged the important role employers play in one?s decision to disclose a diagnosis or access need. Yet, autistic people faced a set of unique barriers to successful recruitment, over and above those that non-autistic people faced. For example, the perceived pressure to mask autistic traits to succeed and concerns about stigma and discrimination. Participants' recommendations for improvements included the use of more practical recruitment strategies (e.g. work trials), more clarity about what to expect, and improvements in recruiters' understanding of the challenges autistic and neurodivergent candidates may face.Lay abstractAutistic people are less likely to have a job than non-autistic people. One reason for this may be that hiring processes (e.g. job applications, interviews) can be challenging for autistic people. To better understand the experiences of hiring processes in the United Kingdom, we asked 225 autistic, 64 neurodivergent (but not autistic) and 64 adults with no reported area of neurodivergence questions about their experiences using an online survey. We found a range of similarities and differences in responses. For example, participants in all three groups were frustrated with the focus on social skills in recruitment and said they wanted more practical methods (e.g. work trials) that help them show their skills and abilities. Autistic and otherwise neurodivergent participants discussed the importance of the environment (e.g. the interview/assessment room) in improving experiences. Participants also discussed how employers can impact whether somebody decides to disclose their diagnosis or needs - or not. Autistic people experienced some barriers to successful recruitment that non-autistic people did not. For example, autistic people felt they had to hide their autistic traits to gain employment and many autistic people were worried about being discriminated against if they disclosed that they were autistic during the hiring process. To make experiences better, our participants said that employers should offer candidates different recruitment methods and give them more information about the hiring process. They also said employers should improve their understanding of autism and other hidden disabilities so they know the challenges that people might face during recruitment. En ligne : http://dx.doi.org/10.1177/13623613221145377 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Access to employment: A comparison of autistic, neurodivergent and neurotypical adults' experiences of hiring processes in the United Kingdom [Texte imprimé et/ou numérique] / Jade DAVIES, Auteur ; Brett HEASMAN, Auteur ; Adam LIVESEY, Auteur ; Amy WALKER, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur . - p.1746-1763. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1746-1763 Mots-clés : adulthood;autism;employment;recruitment Index. décimale : PER Périodiques Résumé : Autistic people face high unemployment rates. One reason for this may be that hiring processes are inaccessible. This study aimed to establish autistic people?s unique experiences of hiring processes in the United Kingdom, by comparing them to the experiences of non-autistic neurodivergent people and neurotypical people. Using qualitative and quantitative data from 225 autistic, 64 non-autistic neurodivergent and 88 neurotypical adults, we identified a series of (dis)similarities in participants' views and experiences of recruitment for employment. Similarities across the three groups included (1) frustration with the focus on social skills; (2) a perceived need for more flexible hiring processes; (3) a desire for more clarity and (4) the importance of the environment. Participants also acknowledged the important role employers play in one?s decision to disclose a diagnosis or access need. Yet, autistic people faced a set of unique barriers to successful recruitment, over and above those that non-autistic people faced. For example, the perceived pressure to mask autistic traits to succeed and concerns about stigma and discrimination. Participants' recommendations for improvements included the use of more practical recruitment strategies (e.g. work trials), more clarity about what to expect, and improvements in recruiters' understanding of the challenges autistic and neurodivergent candidates may face.Lay abstractAutistic people are less likely to have a job than non-autistic people. One reason for this may be that hiring processes (e.g. job applications, interviews) can be challenging for autistic people. To better understand the experiences of hiring processes in the United Kingdom, we asked 225 autistic, 64 neurodivergent (but not autistic) and 64 adults with no reported area of neurodivergence questions about their experiences using an online survey. We found a range of similarities and differences in responses. For example, participants in all three groups were frustrated with the focus on social skills in recruitment and said they wanted more practical methods (e.g. work trials) that help them show their skills and abilities. Autistic and otherwise neurodivergent participants discussed the importance of the environment (e.g. the interview/assessment room) in improving experiences. Participants also discussed how employers can impact whether somebody decides to disclose their diagnosis or needs - or not. Autistic people experienced some barriers to successful recruitment that non-autistic people did not. For example, autistic people felt they had to hide their autistic traits to gain employment and many autistic people were worried about being discriminated against if they disclosed that they were autistic during the hiring process. To make experiences better, our participants said that employers should offer candidates different recruitment methods and give them more information about the hiring process. They also said employers should improve their understanding of autism and other hidden disabilities so they know the challenges that people might face during recruitment. En ligne : http://dx.doi.org/10.1177/13623613221145377 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors / Brett D DUFOUR in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1730-1745 Titre : Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Brett D DUFOUR, Auteur ; Erin MCBRIDE, Auteur ; Trevor BARTLEY, Auteur ; Pablo JUAREZ, Auteur ; Verónica MARTÍNEZ-CERDEÑO, Auteur Article en page(s) : p.1730-1745 Langues : Anglais (eng) Mots-clés : autism;behavior;human;interneuron;postmortem Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a neurodevelopmental condition characterized by deficits in social communication and repetitive behaviors. How specific anatomical alterations contribute to the clinical profile of autism spectrum disorder remains largely uncharacterized. We have previously shown that parvalbumin-positive Chandelier cells, a specific type of GABAergic interneuron, are reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron pathology with autism spectrum disorder symptom severity and comorbidity. We collected clinical records from autism (n=20) and control (n=19) brain donors, from whom we previously characterized GABAergic interneuron pathology in three regions of the prefrontal cortex (BA9, 46, and 47). We assessed the relationship between the severity of core symptoms, as indicated by Autism Diagnostic Interview-Revised scores, and Chandelier cell pathology in autism spectrum disorder, and also differences in interneuron pathology associated with autism spectrum disorder comorbidities. Total GABAergic interneuron number was significantly reduced in autism spectrum disorder cases with intellectual disability in the prefrontal cortex (PFC )-by 36.6% relative to autism spectrum disorder without intellectual disability and by 38.7% relative to neurotypical controls. The severity of autism spectrum disorder motor stereotypies was correlated with the severity of Chandelier cell loss in BA47, as indicated by reductions in parvalbumin+ interneurons and GABA transporter 1+ cartridges. Chandelier cell loss is associated with the core autism spectrum disorder symptom domain of restricted repetitive behaviors and likely plays a role in stereotypic motor mannerisms. Intellectual impairment in autism spectrum disorder reflects a more severe form of a common underlying neuropathology-cortical GABAergic interneuron loss.Lay AbstractAutism spectrum disorder is a neurodevelopmental condition characterized by deficits in sociability and communication and the presence of repetitive behaviors. How specific pathological alterations of the brain contribute to the clinical profile of autism spectrum disorder remains unknown. We previously found that a specific type of inhibitory interneuron is reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron reduction and autism spectrum disorder symptom severity. We collected clinical records from autism spectrum disorder (n=20) and assessed the relationship between the severity of symptoms and interneuron number. We found that the reduced number of inhibitory interneurons that we previously reported is linked to specific symptoms of autism spectrum disorder, particularly stereotypic movements and intellectual impairments. En ligne : http://dx.doi.org/10.1177/13623613231154053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Distinct patterns of GABAergic interneuron pathology in autism are associated with intellectual impairment and stereotypic behaviors [Texte imprimé et/ou numérique] / Brett D DUFOUR, Auteur ; Erin MCBRIDE, Auteur ; Trevor BARTLEY, Auteur ; Pablo JUAREZ, Auteur ; Verónica MARTÍNEZ-CERDEÑO, Auteur . - p.1730-1745. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1730-1745 Mots-clés : autism;behavior;human;interneuron;postmortem Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a neurodevelopmental condition characterized by deficits in social communication and repetitive behaviors. How specific anatomical alterations contribute to the clinical profile of autism spectrum disorder remains largely uncharacterized. We have previously shown that parvalbumin-positive Chandelier cells, a specific type of GABAergic interneuron, are reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron pathology with autism spectrum disorder symptom severity and comorbidity. We collected clinical records from autism (n=20) and control (n=19) brain donors, from whom we previously characterized GABAergic interneuron pathology in three regions of the prefrontal cortex (BA9, 46, and 47). We assessed the relationship between the severity of core symptoms, as indicated by Autism Diagnostic Interview-Revised scores, and Chandelier cell pathology in autism spectrum disorder, and also differences in interneuron pathology associated with autism spectrum disorder comorbidities. Total GABAergic interneuron number was significantly reduced in autism spectrum disorder cases with intellectual disability in the prefrontal cortex (PFC )-by 36.6% relative to autism spectrum disorder without intellectual disability and by 38.7% relative to neurotypical controls. The severity of autism spectrum disorder motor stereotypies was correlated with the severity of Chandelier cell loss in BA47, as indicated by reductions in parvalbumin+ interneurons and GABA transporter 1+ cartridges. Chandelier cell loss is associated with the core autism spectrum disorder symptom domain of restricted repetitive behaviors and likely plays a role in stereotypic motor mannerisms. Intellectual impairment in autism spectrum disorder reflects a more severe form of a common underlying neuropathology-cortical GABAergic interneuron loss.Lay AbstractAutism spectrum disorder is a neurodevelopmental condition characterized by deficits in sociability and communication and the presence of repetitive behaviors. How specific pathological alterations of the brain contribute to the clinical profile of autism spectrum disorder remains unknown. We previously found that a specific type of inhibitory interneuron is reduced in number in the autism spectrum disorder prefrontal cortex. Here, we assessed the relationship between interneuron reduction and autism spectrum disorder symptom severity. We collected clinical records from autism spectrum disorder (n=20) and assessed the relationship between the severity of symptoms and interneuron number. We found that the reduced number of inhibitory interneurons that we previously reported is linked to specific symptoms of autism spectrum disorder, particularly stereotypic movements and intellectual impairments. En ligne : http://dx.doi.org/10.1177/13623613231154053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Language and communication skills in multilingual children on the autism spectrum: A systematic review / Christina Sophia GILHUBER in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1516-1531 Titre : Language and communication skills in multilingual children on the autism spectrum: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Christina Sophia GILHUBER, Auteur ; Tracy Jane RAULSTON, Auteur ; Kasie GALLEY, Auteur Article en page(s) : p.1516-1531 Langues : Anglais (eng) Mots-clés : autism;bilingualism;communication and language;multilingualism Index. décimale : PER Périodiques Résumé : More than half the global population is estimated to be multilingual, yet research on autistic children who grow up in multilingual environments remains scant. We conducted a systematic review of peer-reviewed studies on multilingualism in autistic children and its impact on children?s language and communication skills. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, our search identified 22 group comparison studies published from 2011 to 2022. The current review addressed two main questions: (a) Which language and communication skills of multilingual autistic children were assessed and how; and (b) how the skills of multilingual autistic children compared with their peers. Semantic-related skills were most frequently reported, while phonology and pragmatics were the most underreported dimensions of language. Most reviewed studies used a combination of direct and indirect language assessments. Available research provides no indication that being exposed to more than one language has adverse effects on the communication skills of autistic children. Although multilingual autistic children often have common autism characteristics, such as pragmatic difficulties affecting their communication skills, preliminary findings also indicate that they may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with co-occurring diagnoses, which may have impacted the generalizability of the findings.Lay AbstractBoth parents and service providers have voiced concerns about the potential negative impact of exposure to multiple languages on the language and communication skills of autistic children. The current literature review summarized research that assessed the language and communication skills of multilingual autistic children in comparison with their autistic and nonautistic peers. After a comprehensive search, 22 relevant publications were identified that met the inclusion criteria of the current review. Thirteen studies used both direct (directly administered screening/diagnostic tools) and indirect language assessments (e.g. parent questionnaires). Receptive and expressive vocabulary was the most frequently assessed language skill. Available research does not support the assumption that bilingualism has negative effects on the language and communication skills of autistic children. The language and communication skills of multilingual autistic children frequently resembled their monolingual autistic peers in both strengths and areas of growth. Preliminary findings indicate that multilingual autistic children may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with intellectual disabilities or complex communication needs, which means that a large population of autistic children is not yet represented in research about the effects of multilingualism. En ligne : http://dx.doi.org/10.1177/13623613221147780 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Language and communication skills in multilingual children on the autism spectrum: A systematic review [Texte imprimé et/ou numérique] / Christina Sophia GILHUBER, Auteur ; Tracy Jane RAULSTON, Auteur ; Kasie GALLEY, Auteur . - p.1516-1531. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1516-1531 Mots-clés : autism;bilingualism;communication and language;multilingualism Index. décimale : PER Périodiques Résumé : More than half the global population is estimated to be multilingual, yet research on autistic children who grow up in multilingual environments remains scant. We conducted a systematic review of peer-reviewed studies on multilingualism in autistic children and its impact on children?s language and communication skills. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, our search identified 22 group comparison studies published from 2011 to 2022. The current review addressed two main questions: (a) Which language and communication skills of multilingual autistic children were assessed and how; and (b) how the skills of multilingual autistic children compared with their peers. Semantic-related skills were most frequently reported, while phonology and pragmatics were the most underreported dimensions of language. Most reviewed studies used a combination of direct and indirect language assessments. Available research provides no indication that being exposed to more than one language has adverse effects on the communication skills of autistic children. Although multilingual autistic children often have common autism characteristics, such as pragmatic difficulties affecting their communication skills, preliminary findings also indicate that they may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with co-occurring diagnoses, which may have impacted the generalizability of the findings.Lay AbstractBoth parents and service providers have voiced concerns about the potential negative impact of exposure to multiple languages on the language and communication skills of autistic children. The current literature review summarized research that assessed the language and communication skills of multilingual autistic children in comparison with their autistic and nonautistic peers. After a comprehensive search, 22 relevant publications were identified that met the inclusion criteria of the current review. Thirteen studies used both direct (directly administered screening/diagnostic tools) and indirect language assessments (e.g. parent questionnaires). Receptive and expressive vocabulary was the most frequently assessed language skill. Available research does not support the assumption that bilingualism has negative effects on the language and communication skills of autistic children. The language and communication skills of multilingual autistic children frequently resembled their monolingual autistic peers in both strengths and areas of growth. Preliminary findings indicate that multilingual autistic children may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with intellectual disabilities or complex communication needs, which means that a large population of autistic children is not yet represented in research about the effects of multilingualism. En ligne : http://dx.doi.org/10.1177/13623613221147780 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Development of stigma-related support for autistic adults: Insights from the autism community / Emeline HAN in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1676-1689 Titre : Development of stigma-related support for autistic adults: Insights from the autism community Type de document : Texte imprimé et/ou numérique Auteurs : Emeline HAN, Auteur ; Katrina SCIOR, Auteur ; Eric HEATH, Auteur ; Kana UMAGAMI, Auteur ; Laura CRANE, Auteur Article en page(s) : p.1676-1689 Langues : Anglais (eng) Mots-clés : autistic adults;consultation survey;internalised stigma;intervention development;stigma Index. décimale : PER Périodiques Résumé : Many autistic adults experience public stigma and some internalise this stigma with negative effects on their mental health. While efforts to reduce public stigma are paramount, change can be slow, and interventions to prevent internalised stigma may also be needed. Using a mixed methods online survey, we gathered the views of 144 autistic adults and parents/caregivers of autistic people in the United Kingdom on whether a stigma-related support programme for autistic adults is needed and, if so, what it should 'look' like. Quantitative data (summarised descriptively) showed that most participants felt it was important for autistic adults to have support in managing stigma and revealed diverse preferences in terms of programme delivery, underscoring the need for flexibility. Using reflexive thematic analysis, four main themes were identified from the qualitative data: (1) 'We need to change society not autistic people', (2) 'Stigma is difficult to manage alone', (3) 'Focus on positive, practical support', and (4) 'There is no one size fits all approach'. We discuss the important implications our findings have for how future interventions in this area are framed and delivered.Lay AbstractMany autistic adults experience public stigma, which refers to negative attitudes and treatment from others. Because of that, some autistic adults may also apply unhelpful beliefs to themselves, which is known as internalised stigma. There is some evidence that both public stigma and internalised stigma are linked to poorer mental health in autistic adults. Clearly, it is crucial to change how society thinks and acts towards autistic people. There are several programmes that are trying to do this. But as change can be slow, support may also be needed to help autistic people cope with and challenge stigma. Using an online survey, we gathered the views of 144 autistic adults and parents/caregivers of autistic people in the United Kingdom on whether a stigma support programme for autistic adults is needed and, if so, what it should 'look' like. Most participants felt it was important for autistic adults to have support in managing stigma because of the harmful effects that stigma has on mental health and the challenges that autistic adults face in disclosing their diagnosis. However, participants were also concerned that such a programme could convey the message that autistic people, rather than society, need to change. Participants suggested that the programme should be positive and practical, helping autistic adults to understand and accept themselves, as well as learn context-specific strategies for responding to stigma and/or disclosing their diagnosis. They also stressed that the programme should be flexible and inclusive, recognising that autistic adults have very different needs and preferences. En ligne : http://dx.doi.org/10.1177/13623613221143590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Development of stigma-related support for autistic adults: Insights from the autism community [Texte imprimé et/ou numérique] / Emeline HAN, Auteur ; Katrina SCIOR, Auteur ; Eric HEATH, Auteur ; Kana UMAGAMI, Auteur ; Laura CRANE, Auteur . - p.1676-1689. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1676-1689 Mots-clés : autistic adults;consultation survey;internalised stigma;intervention development;stigma Index. décimale : PER Périodiques Résumé : Many autistic adults experience public stigma and some internalise this stigma with negative effects on their mental health. While efforts to reduce public stigma are paramount, change can be slow, and interventions to prevent internalised stigma may also be needed. Using a mixed methods online survey, we gathered the views of 144 autistic adults and parents/caregivers of autistic people in the United Kingdom on whether a stigma-related support programme for autistic adults is needed and, if so, what it should 'look' like. Quantitative data (summarised descriptively) showed that most participants felt it was important for autistic adults to have support in managing stigma and revealed diverse preferences in terms of programme delivery, underscoring the need for flexibility. Using reflexive thematic analysis, four main themes were identified from the qualitative data: (1) 'We need to change society not autistic people', (2) 'Stigma is difficult to manage alone', (3) 'Focus on positive, practical support', and (4) 'There is no one size fits all approach'. We discuss the important implications our findings have for how future interventions in this area are framed and delivered.Lay AbstractMany autistic adults experience public stigma, which refers to negative attitudes and treatment from others. Because of that, some autistic adults may also apply unhelpful beliefs to themselves, which is known as internalised stigma. There is some evidence that both public stigma and internalised stigma are linked to poorer mental health in autistic adults. Clearly, it is crucial to change how society thinks and acts towards autistic people. There are several programmes that are trying to do this. But as change can be slow, support may also be needed to help autistic people cope with and challenge stigma. Using an online survey, we gathered the views of 144 autistic adults and parents/caregivers of autistic people in the United Kingdom on whether a stigma support programme for autistic adults is needed and, if so, what it should 'look' like. Most participants felt it was important for autistic adults to have support in managing stigma because of the harmful effects that stigma has on mental health and the challenges that autistic adults face in disclosing their diagnosis. However, participants were also concerned that such a programme could convey the message that autistic people, rather than society, need to change. Participants suggested that the programme should be positive and practical, helping autistic adults to understand and accept themselves, as well as learn context-specific strategies for responding to stigma and/or disclosing their diagnosis. They also stressed that the programme should be flexible and inclusive, recognising that autistic adults have very different needs and preferences. En ligne : http://dx.doi.org/10.1177/13623613221143590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Longitudinal relations between autistic-like features and functional somatic symptoms in adolescence / Elske HOGENDOORN in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1690-1701 Titre : Longitudinal relations between autistic-like features and functional somatic symptoms in adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Elske HOGENDOORN, Auteur ; Catharina A HARTMAN, Auteur ; Sarah M BURKE, Auteur ; Marijn W G VAN DIJK, Auteur ; Judith G M ROSMALEN, Auteur Article en page(s) : p.1690-1701 Langues : Anglais (eng) Mots-clés : adolescence;autistic-like features;functional somatic symptoms;longitudinal Index. décimale : PER Périodiques Résumé : Autistic-like features and functional somatic symptoms (FSS) frequently co-occur. It remains unknown how autistic-like features and FSS affect each other and develop throughout adolescence. This study examined reciprocal relations between autistic-like features and FSS in adolescence. Participants were 2772 adolescents (52.5% male) from the Tracking Adolescents' Individual Lives Survey population and clinical cohort. Data from four waves were included, covering the ages between 11 and 19?years. Autistic-like features were measured using the Children?s Social Behavior Questionnaire. FSS were assessed using the Youth Self Report and Adult Self Report, respectively. Using the random intercept cross-lagged panel model, a stable positive, moderately strong between-persons association was found between autistic-like features and FSS. No within-persons reciprocal effects from wave to wave were observed. Secondary analyses revealed a consistent relation with FSS for three different domains of autistic-like features (social and communication behaviors, repetitive behaviors, and self-regulatory behaviors), and highly similar interrelations in a subsample of adolescents with a clinical autism spectrum disorder diagnosis. In conclusion, the co-occurrence between autistic-like features and FSS is stable throughout adolescence. Clinicians working with adolescents with autistic-like features should be alert to the presence FSS, and vice versa.Lay abstractAdolescents with autistic-like features frequently experience unexplained somatic symptoms too, and vice versa. We followed 2772 adolescents for 8?years, starting at 11 and ending at 19?years of age. At four different moments during this time, we asked these adolescents how often they suffered from unexplained somatic symptoms, such as stomachache and dizziness. We asked their parents to what extent the adolescents showed autistic-like features at those four moments too. Then, we assessed whether the relation between autistic-like features and unexplained somatic symptoms stayed the same between 11 and 19?years old. We also looked at whether there was a reciprocal influence. So far, most studies only looked into the relation between autistic-like features and unexplained somatic symptoms at a specific moment in time. It is important to study how this relation develops over time in adolescence, so we can improve treatment for burdening co-occurring symptoms. In our sample, adolescents who experienced many autistic symptoms also experienced many unexplained somatic symptoms. This relation stayed the same over time. There was no reciprocal influence, so higher autistic-like features did not contribute to higher unexplained somatic symptoms, or the other way around. The findings of this work tell us that in adolescents with autistic-like features it is important to be alert to the presence of unexplained somatic symptoms, and vice versa. En ligne : http://dx.doi.org/10.1177/13623613221143874 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Longitudinal relations between autistic-like features and functional somatic symptoms in adolescence [Texte imprimé et/ou numérique] / Elske HOGENDOORN, Auteur ; Catharina A HARTMAN, Auteur ; Sarah M BURKE, Auteur ; Marijn W G VAN DIJK, Auteur ; Judith G M ROSMALEN, Auteur . - p.1690-1701. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1690-1701 Mots-clés : adolescence;autistic-like features;functional somatic symptoms;longitudinal Index. décimale : PER Périodiques Résumé : Autistic-like features and functional somatic symptoms (FSS) frequently co-occur. It remains unknown how autistic-like features and FSS affect each other and develop throughout adolescence. This study examined reciprocal relations between autistic-like features and FSS in adolescence. Participants were 2772 adolescents (52.5% male) from the Tracking Adolescents' Individual Lives Survey population and clinical cohort. Data from four waves were included, covering the ages between 11 and 19?years. Autistic-like features were measured using the Children?s Social Behavior Questionnaire. FSS were assessed using the Youth Self Report and Adult Self Report, respectively. Using the random intercept cross-lagged panel model, a stable positive, moderately strong between-persons association was found between autistic-like features and FSS. No within-persons reciprocal effects from wave to wave were observed. Secondary analyses revealed a consistent relation with FSS for three different domains of autistic-like features (social and communication behaviors, repetitive behaviors, and self-regulatory behaviors), and highly similar interrelations in a subsample of adolescents with a clinical autism spectrum disorder diagnosis. In conclusion, the co-occurrence between autistic-like features and FSS is stable throughout adolescence. Clinicians working with adolescents with autistic-like features should be alert to the presence FSS, and vice versa.Lay abstractAdolescents with autistic-like features frequently experience unexplained somatic symptoms too, and vice versa. We followed 2772 adolescents for 8?years, starting at 11 and ending at 19?years of age. At four different moments during this time, we asked these adolescents how often they suffered from unexplained somatic symptoms, such as stomachache and dizziness. We asked their parents to what extent the adolescents showed autistic-like features at those four moments too. Then, we assessed whether the relation between autistic-like features and unexplained somatic symptoms stayed the same between 11 and 19?years old. We also looked at whether there was a reciprocal influence. So far, most studies only looked into the relation between autistic-like features and unexplained somatic symptoms at a specific moment in time. It is important to study how this relation develops over time in adolescence, so we can improve treatment for burdening co-occurring symptoms. In our sample, adolescents who experienced many autistic symptoms also experienced many unexplained somatic symptoms. This relation stayed the same over time. There was no reciprocal influence, so higher autistic-like features did not contribute to higher unexplained somatic symptoms, or the other way around. The findings of this work tell us that in adolescents with autistic-like features it is important to be alert to the presence of unexplained somatic symptoms, and vice versa. En ligne : http://dx.doi.org/10.1177/13623613221143874 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Sex differences in the course of autistic and co-occurring psychopathological symptoms in adolescents with and without autism spectrum disorder / Ernst HORWITZ in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1716-1729 Titre : Sex differences in the course of autistic and co-occurring psychopathological symptoms in adolescents with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ernst HORWITZ, Auteur ; Melissa VOS, Auteur ; Annelies DE BILDT, Auteur ; Kirstin GREAVES-LORD, Auteur ; Nanda ROMMELSE, Auteur ; Robert SCHOEVERS, Auteur ; Catharina HARTMAN, Auteur Article en page(s) : p.1716-1729 Langues : Anglais (eng) Mots-clés : adolescents;autism spectrum disorders;course;psychiatric comorbidity;sex differences Index. décimale : PER Périodiques Résumé : There is an ongoing debate as to whether autism spectrum disorder (ASD) is expressed differently in women than men. It is unclear whether differences found are specific to autism or merely reflecting normative development. In this study, we compared sex differences in developmental trajectories of autistic and co-occurring psychopathological symptoms in adolescents with milder forms of autism to those in a normative group matched for intelligence quotient (IQ) and socioeconomic status. Data of five assessment waves from ages 11 to 22?years were analyzed using linear mixed modeling. We found that in adolescence, sex differences in developmental trajectories of psychopathological symptoms specific for autism are confined to the repetitive stereotyped domain (males had higher scores on the sensory/stereotypic and resistance to change domains, the latter difference disappeared during adolescence due to an increase of these problems in females with ASD). Other sex differences, among which an increase over time in affective and anxiety problems in females was the most outstanding, were also observed in typically developing females. These sex-specific differences have relevance in the clinical care of men and women with autism, although they are subtle compared to differences between individuals with and without autism, which are broadly present in internalizing and externalizing problem domains.Lay abstractThere is an ongoing debate as to whether autism spectrum disorder (ASD) is expressed differently in women than men. Studies on sex differences in autistic symptoms and symptoms of other psychiatric problems present in individuals with autism generally do not include a general population comparison group, making it unclear whether differences are specific to autism or merely reflecting development in the general population. In this study, we compared sex differences in the course of autistic and at the same time present symptoms of other psychiatric problems in adolescents with milder forms of ASD to those in a group of the general population with an equal intelligence quotient (IQ) and socioeconomic status. Data of five assessment moments from ages 11 to 22?years were analyzed using a statistic procedure that allowed us to determine which factors affect the course of symptoms over time. We found that in adolescence, sex differences in the course of psychopathological symptoms specific for autism are confined to the repetitive stereotyped domains. Males had higher scores on the sensory/stereotypic and resistance to change domains, the latter difference disappeared during the course of adolescence due to an increase of these problems in autistic females. Other sex differences, among which an increase over time in mood and anxiety problems in females was the most outstanding, were also observed in females without autism. These sex-specific differences have relevance in the clinical care of autistic men and women, although they are subtle compared to differences between individuals with and without autism. En ligne : http://dx.doi.org/10.1177/13623613221146477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Sex differences in the course of autistic and co-occurring psychopathological symptoms in adolescents with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Ernst HORWITZ, Auteur ; Melissa VOS, Auteur ; Annelies DE BILDT, Auteur ; Kirstin GREAVES-LORD, Auteur ; Nanda ROMMELSE, Auteur ; Robert SCHOEVERS, Auteur ; Catharina HARTMAN, Auteur . - p.1716-1729. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1716-1729 Mots-clés : adolescents;autism spectrum disorders;course;psychiatric comorbidity;sex differences Index. décimale : PER Périodiques Résumé : There is an ongoing debate as to whether autism spectrum disorder (ASD) is expressed differently in women than men. It is unclear whether differences found are specific to autism or merely reflecting normative development. In this study, we compared sex differences in developmental trajectories of autistic and co-occurring psychopathological symptoms in adolescents with milder forms of autism to those in a normative group matched for intelligence quotient (IQ) and socioeconomic status. Data of five assessment waves from ages 11 to 22?years were analyzed using linear mixed modeling. We found that in adolescence, sex differences in developmental trajectories of psychopathological symptoms specific for autism are confined to the repetitive stereotyped domain (males had higher scores on the sensory/stereotypic and resistance to change domains, the latter difference disappeared during adolescence due to an increase of these problems in females with ASD). Other sex differences, among which an increase over time in affective and anxiety problems in females was the most outstanding, were also observed in typically developing females. These sex-specific differences have relevance in the clinical care of men and women with autism, although they are subtle compared to differences between individuals with and without autism, which are broadly present in internalizing and externalizing problem domains.Lay abstractThere is an ongoing debate as to whether autism spectrum disorder (ASD) is expressed differently in women than men. Studies on sex differences in autistic symptoms and symptoms of other psychiatric problems present in individuals with autism generally do not include a general population comparison group, making it unclear whether differences are specific to autism or merely reflecting development in the general population. In this study, we compared sex differences in the course of autistic and at the same time present symptoms of other psychiatric problems in adolescents with milder forms of ASD to those in a group of the general population with an equal intelligence quotient (IQ) and socioeconomic status. Data of five assessment moments from ages 11 to 22?years were analyzed using a statistic procedure that allowed us to determine which factors affect the course of symptoms over time. We found that in adolescence, sex differences in the course of psychopathological symptoms specific for autism are confined to the repetitive stereotyped domains. Males had higher scores on the sensory/stereotypic and resistance to change domains, the latter difference disappeared during the course of adolescence due to an increase of these problems in autistic females. Other sex differences, among which an increase over time in mood and anxiety problems in females was the most outstanding, were also observed in females without autism. These sex-specific differences have relevance in the clinical care of autistic men and women, although they are subtle compared to differences between individuals with and without autism. En ligne : http://dx.doi.org/10.1177/13623613221146477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings / Michal ILAN in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1628-1640 Titre : Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings Type de document : Texte imprimé et/ou numérique Auteurs : Michal ILAN, Auteur ; Michal FAROY, Auteur ; Ditza ZACHOR, Auteur ; Liora MANELIS, Auteur ; Danel WAISSENGREEN, Auteur ; Analya MICHAELOVSKI, Auteur ; Inbar AVNI, Auteur ; Idan MENASHE, Auteur ; Judah KOLLER, Auteur ; Ilan DINSTEIN, Auteur ; Gal MEIRI, Auteur Article en page(s) : p.1628-1640 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;core symptoms;education services;inclusion;mainstream education;preschool children;special education Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often placed in inclusive mainstream education (ME) or exclusive special education (SE) settings. While ME settings usually offer less-intensive and structured intervention programs than SE settings, they offer more exposure to typically developing peers. A total of 121 children (2-5?years old) with ASD, 85 in SE and 36 in ME, completed two Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) assessments. Repeated-measures analysis of covariance (ANCOVA) analyses were used to assess longitudinal changes in ADOS-2 calibrated severity scores (CSS) and language production (estimated from the ADOS-2), while accounting for baseline cognitive scores, age of diagnosis, and parent-reported intensity of intervention. Longitudinal changes in ADOS CSS did not differ significantly across educational settings but were strongly associated with the age of diagnosis, demonstrating that children diagnosed earlier improved more regardless of educational settings. These findings suggest that children with ASD placed in SE and ME exhibit similar longitudinal changes in core ASD symptoms. Further studies comparing additional outcome measures such as cognitive abilities and adaptive behaviors are highly warranted for establishing placement recommendations and public health policies.Lay abstractToday, children with autism spectrum disorder (ASD) are placed in mainstream or special education settings somewhat arbitrarily with no clear clinical recommendations. Here, we compared changes in core ASD symptoms, as measured by the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) clinical assessment, across ASD preschool children placed in special or mainstream education. Longitudinal changes in ADOS-2 scores did not differ significantly across settings over a 1- to 2-year period. While some children improved in core ASD symptoms, others deteriorated in both settings. This highlights the need to identify specific criteria for establishing meaningful placement recommendations. En ligne : http://dx.doi.org/10.1177/13623613221142394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings [Texte imprimé et/ou numérique] / Michal ILAN, Auteur ; Michal FAROY, Auteur ; Ditza ZACHOR, Auteur ; Liora MANELIS, Auteur ; Danel WAISSENGREEN, Auteur ; Analya MICHAELOVSKI, Auteur ; Inbar AVNI, Auteur ; Idan MENASHE, Auteur ; Judah KOLLER, Auteur ; Ilan DINSTEIN, Auteur ; Gal MEIRI, Auteur . - p.1628-1640. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1628-1640 Mots-clés : autism spectrum disorders;core symptoms;education services;inclusion;mainstream education;preschool children;special education Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are often placed in inclusive mainstream education (ME) or exclusive special education (SE) settings. While ME settings usually offer less-intensive and structured intervention programs than SE settings, they offer more exposure to typically developing peers. A total of 121 children (2-5?years old) with ASD, 85 in SE and 36 in ME, completed two Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) assessments. Repeated-measures analysis of covariance (ANCOVA) analyses were used to assess longitudinal changes in ADOS-2 calibrated severity scores (CSS) and language production (estimated from the ADOS-2), while accounting for baseline cognitive scores, age of diagnosis, and parent-reported intensity of intervention. Longitudinal changes in ADOS CSS did not differ significantly across educational settings but were strongly associated with the age of diagnosis, demonstrating that children diagnosed earlier improved more regardless of educational settings. These findings suggest that children with ASD placed in SE and ME exhibit similar longitudinal changes in core ASD symptoms. Further studies comparing additional outcome measures such as cognitive abilities and adaptive behaviors are highly warranted for establishing placement recommendations and public health policies.Lay abstractToday, children with autism spectrum disorder (ASD) are placed in mainstream or special education settings somewhat arbitrarily with no clear clinical recommendations. Here, we compared changes in core ASD symptoms, as measured by the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) clinical assessment, across ASD preschool children placed in special or mainstream education. Longitudinal changes in ADOS-2 scores did not differ significantly across settings over a 1- to 2-year period. While some children improved in core ASD symptoms, others deteriorated in both settings. This highlights the need to identify specific criteria for establishing meaningful placement recommendations. En ligne : http://dx.doi.org/10.1177/13623613221142394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

The lived experience of meltdowns for autistic adults / Laura Foran LEWIS in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1817-1825 Titre : The lived experience of meltdowns for autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Laura Foran LEWIS, Auteur ; Kailey STEVENS, Auteur Article en page(s) : p.1817-1825 Langues : Anglais (eng) Mots-clés : autism;challenging behavior;meltdown;qualitative;tantrum Index. décimale : PER Périodiques Résumé : Autistic meltdowns have been explored from the perspectives of parents, but there is a paucity of research on the experience of meltdowns from the autistic perspective. Little is known about how adults experience these events. In this descriptive phenomenological study, we conducted online interviews with 32 autistic adults on the experience of having a meltdown. Data were analyzed using Colaizzi?s seven-step method. Six themes emerged from data that captured the essence of meltdowns, including feeling overwhelmed by informational, sensory, social, or emotional stressors; experiencing extreme emotions, such as anger, sadness, and fear; losing logic, including challenges with thinking and memory; grasping for self-control, in which participants felt out of touch with themselves; finding a release for emotions, often described as an "explosion" of external behaviors or self-harm; and minimizing social, emotional, or physical harm by avoiding triggers or self-isolating when possible. Findings highlight the painful and distressing internalized experience of meltdowns beyond behavioral characteristics. Participants shared examples of internal meltdowns, in which external characteristics of meltdowns were camouflaged. Participants also suggested that meltdowns may serve a functional role in regulating emotions and making one?s voice heard. Meltdowns are diverse experiences that hold different meaning to different people.Lay abstractThere is not a lot known about what it feels like for autistic people to have a meltdown. Past research has focused on what meltdowns are like for parents and what meltdowns look like from the outside without understanding what it is like for the person having the meltdown. We asked 32 autistic adults about what it is like for them to have a meltdown. We asked them to tell us about their thoughts and feelings about having a meltdown. Then, we looked for themes in their responses that summarized the meltdown experience. Our findings showed that meltdowns hold different meaning to different people. During a meltdown, we found that most autistics described feeling overwhelmed by information, senses, and social and emotional stress. They often felt extreme emotions, such as anger, sadness, and fear, and had trouble with thinking and memory during the meltdown. Participants described trying to stay in control of themselves, often feeling like they were not themselves during meltdowns. They described the meltdown as a way of letting go of or releasing the extreme emotions they felt. Participants tried to stay away from things or people that might trigger a meltdown or tried to make sure they were alone if they felt a meltdown may be coming as a way of avoiding harm-including harm to their bodies, their emotions, and their relationships. These findings offer an important look into what it is like for autistic adults to have meltdowns from their own point of view. En ligne : http://dx.doi.org/10.1177/13623613221145783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] The lived experience of meltdowns for autistic adults [Texte imprimé et/ou numérique] / Laura Foran LEWIS, Auteur ; Kailey STEVENS, Auteur . - p.1817-1825. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1817-1825 Mots-clés : autism;challenging behavior;meltdown;qualitative;tantrum Index. décimale : PER Périodiques Résumé : Autistic meltdowns have been explored from the perspectives of parents, but there is a paucity of research on the experience of meltdowns from the autistic perspective. Little is known about how adults experience these events. In this descriptive phenomenological study, we conducted online interviews with 32 autistic adults on the experience of having a meltdown. Data were analyzed using Colaizzi?s seven-step method. Six themes emerged from data that captured the essence of meltdowns, including feeling overwhelmed by informational, sensory, social, or emotional stressors; experiencing extreme emotions, such as anger, sadness, and fear; losing logic, including challenges with thinking and memory; grasping for self-control, in which participants felt out of touch with themselves; finding a release for emotions, often described as an "explosion" of external behaviors or self-harm; and minimizing social, emotional, or physical harm by avoiding triggers or self-isolating when possible. Findings highlight the painful and distressing internalized experience of meltdowns beyond behavioral characteristics. Participants shared examples of internal meltdowns, in which external characteristics of meltdowns were camouflaged. Participants also suggested that meltdowns may serve a functional role in regulating emotions and making one?s voice heard. Meltdowns are diverse experiences that hold different meaning to different people.Lay abstractThere is not a lot known about what it feels like for autistic people to have a meltdown. Past research has focused on what meltdowns are like for parents and what meltdowns look like from the outside without understanding what it is like for the person having the meltdown. We asked 32 autistic adults about what it is like for them to have a meltdown. We asked them to tell us about their thoughts and feelings about having a meltdown. Then, we looked for themes in their responses that summarized the meltdown experience. Our findings showed that meltdowns hold different meaning to different people. During a meltdown, we found that most autistics described feeling overwhelmed by information, senses, and social and emotional stress. They often felt extreme emotions, such as anger, sadness, and fear, and had trouble with thinking and memory during the meltdown. Participants described trying to stay in control of themselves, often feeling like they were not themselves during meltdowns. They described the meltdown as a way of letting go of or releasing the extreme emotions they felt. Participants tried to stay away from things or people that might trigger a meltdown or tried to make sure they were alone if they felt a meltdown may be coming as a way of avoiding harm-including harm to their bodies, their emotions, and their relationships. These findings offer an important look into what it is like for autistic adults to have meltdowns from their own point of view. En ligne : http://dx.doi.org/10.1177/13623613221145783 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Sensory-inclusive spaces for autistic people: We need to build the evidence base / Catherine MANNING in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1511-1515 Titre : Sensory-inclusive spaces for autistic people: We need to build the evidence base Type de document : Texte imprimé et/ou numérique Auteurs : Catherine MANNING, Auteur ; Gemma WILLIAMS, Auteur ; Keren MACLENNAN, Auteur Article en page(s) : p.1511-1515 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613231183541 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Sensory-inclusive spaces for autistic people: We need to build the evidence base [Texte imprimé et/ou numérique] / Catherine MANNING, Auteur ; Gemma WILLIAMS, Auteur ; Keren MACLENNAN, Auteur . - p.1511-1515. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1511-1515 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613231183541 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Mental health-related hospitalizations among adolescents and emerging adults with autism in the United States: A retrospective, cross-sectional analysis of national hospital discharge data / Darcy Jones MCMAUGHAN in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1702-1715 Titre : Mental health-related hospitalizations among adolescents and emerging adults with autism in the United States: A retrospective, cross-sectional analysis of national hospital discharge data Type de document : Texte imprimé et/ou numérique Auteurs : Darcy Jones MCMAUGHAN, Auteur ; Sara IMANPOUR, Auteur ; Abigail MULCAHY, Auteur ; Jennifer JONES, Auteur ; Michael M CRISS, Auteur Article en page(s) : p.1702-1715 Note générale : (DJ) Langues : Anglais (eng) Mots-clés : autism;costs;HCUP;hospitalization;mental health;survey analysis Index. décimale : PER Périodiques Résumé : Autistic adolescents and emerging adults experience high rates of mental health conditions-a risk factor for hospitalization. Using nationally representative data from the 2016 HCUP KID, we estimated the prevalence and costs of mental health-related hospitalizations for autistic adolescents and emerging adults in the United States. Hospital discharges for ages 10-20?years (n=1,346,849) were analyzed using survey-adjusted logistic regression and general linear modeling. Mental health-related hospitalizations among autistic young people (n=14,368) were mostly for neurodevelopmental, disruptive, depressive, and bipolar disorders. Mental health-related hospitalizations were almost 11 times more likely (OR=10.98, 95% CI=10.00-12.00) for autistic youth compared youth with complex and chronic conditions, and two times (OR=2.03, 95% CI=1.88-2.19) more likely compared to population controls. Predicted mean service delivery costs of mental health-related hospitalizations for autistic adolescents and emerging adults were US$7,401.23 per stay, resulting in US$106 million in estimated total service delivery costs in 2016. Mental health-related hospitalizations can indicate poor quality care, be traumatic, and increase suicide risk. Community mental health care for autistic young people is needed.Lay abstractAutistic young people are more likely to have mental health conditions, like depression and bipolar disorder, than people without autism. These mental health issues sometimes lead to hospitalizations, which can be expensive and traumatic. Because of this, we wanted to understand mental health-related hospitalizations among autistic young people aged 10-20. We found that the main mental health reasons for the hospitalization of autistic young people were neurodevelopmental, disruptive, depressive, and bipolar disorders. These hospitalizations cost an average of US$7401.23 per stay, for a total of US$106 million in service delivery costs in 2016. Mental health-related hospitalizations were compared between young people with autism, young people with complex and chronic conditions, and young people with no chronic conditions. Autistic young people were almost 11 times more likely to be hospitalized for mental health reasons than young people with complex and chronic conditions, and two times more likely than young people with no complex and chronic conditions. We believe the United States needs better community-based mental health care for young people with autism. En ligne : http://dx.doi.org/10.1177/13623613221143592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Mental health-related hospitalizations among adolescents and emerging adults with autism in the United States: A retrospective, cross-sectional analysis of national hospital discharge data [Texte imprimé et/ou numérique] / Darcy Jones MCMAUGHAN, Auteur ; Sara IMANPOUR, Auteur ; Abigail MULCAHY, Auteur ; Jennifer JONES, Auteur ; Michael M CRISS, Auteur . - p.1702-1715. (DJ) Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1702-1715 Mots-clés : autism;costs;HCUP;hospitalization;mental health;survey analysis Index. décimale : PER Périodiques Résumé : Autistic adolescents and emerging adults experience high rates of mental health conditions-a risk factor for hospitalization. Using nationally representative data from the 2016 HCUP KID, we estimated the prevalence and costs of mental health-related hospitalizations for autistic adolescents and emerging adults in the United States. Hospital discharges for ages 10-20?years (n=1,346,849) were analyzed using survey-adjusted logistic regression and general linear modeling. Mental health-related hospitalizations among autistic young people (n=14,368) were mostly for neurodevelopmental, disruptive, depressive, and bipolar disorders. Mental health-related hospitalizations were almost 11 times more likely (OR=10.98, 95% CI=10.00-12.00) for autistic youth compared youth with complex and chronic conditions, and two times (OR=2.03, 95% CI=1.88-2.19) more likely compared to population controls. Predicted mean service delivery costs of mental health-related hospitalizations for autistic adolescents and emerging adults were US$7,401.23 per stay, resulting in US$106 million in estimated total service delivery costs in 2016. Mental health-related hospitalizations can indicate poor quality care, be traumatic, and increase suicide risk. Community mental health care for autistic young people is needed.Lay abstractAutistic young people are more likely to have mental health conditions, like depression and bipolar disorder, than people without autism. These mental health issues sometimes lead to hospitalizations, which can be expensive and traumatic. Because of this, we wanted to understand mental health-related hospitalizations among autistic young people aged 10-20. We found that the main mental health reasons for the hospitalization of autistic young people were neurodevelopmental, disruptive, depressive, and bipolar disorders. These hospitalizations cost an average of US$7401.23 per stay, for a total of US$106 million in service delivery costs in 2016. Mental health-related hospitalizations were compared between young people with autism, young people with complex and chronic conditions, and young people with no chronic conditions. Autistic young people were almost 11 times more likely to be hospitalized for mental health reasons than young people with complex and chronic conditions, and two times more likely than young people with no complex and chronic conditions. We believe the United States needs better community-based mental health care for young people with autism. En ligne : http://dx.doi.org/10.1177/13623613221143592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Quality and accessibility of written development assessment reports provided to caregivers in a publicly funded child developmental assessment service / Martha MUNRO in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1764-1776 Titre : Quality and accessibility of written development assessment reports provided to caregivers in a publicly funded child developmental assessment service Type de document : Texte imprimé et/ou numérique Auteurs : Martha MUNRO, Auteur ; Kelsie A BOULTON, Auteur ; Natalie PHILLIPS, Auteur ; M Antoinette HODGE, Auteur ; Natalie ONG, Auteur ; David COGHILL, Auteur ; Natalie SILOVE, Auteur ; Adam J GUASTELLA, Auteur Article en page(s) : p.1764-1776 Langues : Anglais (eng) Mots-clés : ADHD;anxiety;autism spectrum disorders;development;diagnosis;health services Index. décimale : PER Périodiques Résumé : Despite long wait times, public paediatric developmental assessment services remain crucial for the assessment of vulnerable children, particularly those from disadvantaged backgrounds. Assessment represents a critical opportunity to guide the placement of supports to improve functioning and developmental trajectories. There is, however, a lack of research examining how multi-disciplinary assessment services conduct assessments, synthesise results and provide reports to families. This study retrospectively examined 85 reports provided to caregivers at a multi-disciplinary developmental assessment service. Reports were evaluated for whether they (1) addressed caregiver perceived needs, (2) used available data to provide appropriate information about child needs, (3) provided recommendations that were actionable and specific to needs, (4) had appropriate readability levels and (5) followed existing autism assessment guidelines. Findings showed clinicians were more focused on autism diagnostic needs while caregivers were more focused on multiple transdiagnostic needs. Recommendations provided in the reports that were related to autism diagnoses were specific and actionable, but reports rarely addressed transdiagnostic needs or comorbidities (e.g. cognitive impairments, mental health). For instance, only 13% of reports contained recommendations for conditions other than autism spectrum disorder, despite 61% of the population receiving two or more diagnoses. Reports largely followed autism assessment guidelines, but the language used was more complex for families than what is typically recommended. Recommendations for future practice are provided to improve the quality of reports and to better meet the needs of children and families attending developmental assessment services.Lay abstractDespite long wait times, public paediatric developmental assessment services remain crucial for assessment of children. Assessment is a critical opportunity to guide the placement of supports to improve outcomes. There is little research examining how clinical assessment services conduct their assessments, present results and write reports to families. This study examined 85 reports provided to caregivers at a developmental assessment service. Reports were evaluated for whether they (1) addressed caregiver perceived needs, (2) used available data to provide appropriate information about child needs, (3) provided recommendations that were actionable and specific to needs, (4) had appropriate readability levels and (5) followed existing autism assessment guidelines. Findings showed clinicians were more focused on autism diagnostic needs while caregivers were more focused on non-diagnostic needs. Recommendations related to autism diagnoses were actionable, but they rarely addressed comorbidities such as cognitive impairments or mental health. For instance, only 13% of reports contained recommendations for conditions other than autism spectrum disorder, despite 61% of the population receiving two or more diagnoses. Reports largely followed autism assessment guidelines, but the language used was more complex for families than recommended. Recommendations for future practice are provided so that consideration may be given to how to improve the quality and effectiveness of reports for families attending services. En ligne : http://dx.doi.org/10.1177/13623613221145868 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Quality and accessibility of written development assessment reports provided to caregivers in a publicly funded child developmental assessment service [Texte imprimé et/ou numérique] / Martha MUNRO, Auteur ; Kelsie A BOULTON, Auteur ; Natalie PHILLIPS, Auteur ; M Antoinette HODGE, Auteur ; Natalie ONG, Auteur ; David COGHILL, Auteur ; Natalie SILOVE, Auteur ; Adam J GUASTELLA, Auteur . - p.1764-1776. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1764-1776 Mots-clés : ADHD;anxiety;autism spectrum disorders;development;diagnosis;health services Index. décimale : PER Périodiques Résumé : Despite long wait times, public paediatric developmental assessment services remain crucial for the assessment of vulnerable children, particularly those from disadvantaged backgrounds. Assessment represents a critical opportunity to guide the placement of supports to improve functioning and developmental trajectories. There is, however, a lack of research examining how multi-disciplinary assessment services conduct assessments, synthesise results and provide reports to families. This study retrospectively examined 85 reports provided to caregivers at a multi-disciplinary developmental assessment service. Reports were evaluated for whether they (1) addressed caregiver perceived needs, (2) used available data to provide appropriate information about child needs, (3) provided recommendations that were actionable and specific to needs, (4) had appropriate readability levels and (5) followed existing autism assessment guidelines. Findings showed clinicians were more focused on autism diagnostic needs while caregivers were more focused on multiple transdiagnostic needs. Recommendations provided in the reports that were related to autism diagnoses were specific and actionable, but reports rarely addressed transdiagnostic needs or comorbidities (e.g. cognitive impairments, mental health). For instance, only 13% of reports contained recommendations for conditions other than autism spectrum disorder, despite 61% of the population receiving two or more diagnoses. Reports largely followed autism assessment guidelines, but the language used was more complex for families than what is typically recommended. Recommendations for future practice are provided to improve the quality of reports and to better meet the needs of children and families attending developmental assessment services.Lay abstractDespite long wait times, public paediatric developmental assessment services remain crucial for assessment of children. Assessment is a critical opportunity to guide the placement of supports to improve outcomes. There is little research examining how clinical assessment services conduct their assessments, present results and write reports to families. This study examined 85 reports provided to caregivers at a developmental assessment service. Reports were evaluated for whether they (1) addressed caregiver perceived needs, (2) used available data to provide appropriate information about child needs, (3) provided recommendations that were actionable and specific to needs, (4) had appropriate readability levels and (5) followed existing autism assessment guidelines. Findings showed clinicians were more focused on autism diagnostic needs while caregivers were more focused on non-diagnostic needs. Recommendations related to autism diagnoses were actionable, but they rarely addressed comorbidities such as cognitive impairments or mental health. For instance, only 13% of reports contained recommendations for conditions other than autism spectrum disorder, despite 61% of the population receiving two or more diagnoses. Reports largely followed autism assessment guidelines, but the language used was more complex for families than recommended. Recommendations for future practice are provided so that consideration may be given to how to improve the quality and effectiveness of reports for families attending services. En ligne : http://dx.doi.org/10.1177/13623613221145868 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Examination of the impact of the Get SET Early program on equitable access to care within the screen-evaluate-treat chain in toddlers with autism spectrum disorder / Christie PHAM in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1790-1802 Titre : Examination of the impact of the Get SET Early program on equitable access to care within the screen-evaluate-treat chain in toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christie PHAM, Auteur ; Elizabeth C BACON, Auteur ; Andrea GRZYBOWSKI, Auteur ; Cynthia CARTER-BARNES, Auteur ; Steven ARIAS, Auteur ; Ronghui XU, Auteur ; Linda LOPEZ, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur Article en page(s) : p.1790-1802 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;development;family functioning and support;health services;race and ethnicity Index. décimale : PER Périodiques Résumé : Delays in autism spectrum disorder identification/services could impact developmental outcomes. Although trends are encouraging, children from historically underrepresented minority backgrounds are often identified later and have reduced engagement in care. It is unclear if disparities exist throughout the screen-evaluate-treat chain, or if early detection programs such as Get SET Early that standardize these steps are effective countermeasures. Pediatricians/primary care providers administered Communication and Symbolic Behavior Scales IT Checklist screens at 12-, 18-, and 24-month well-baby examinations, and parents designated race, ethnicity, and developmental concerns. Toddlers who scored in the range of concern, or whose pediatricians/primary care providers had concerns, were referred for evaluations. Rates of screening and evaluation engagement within ethnic/racial groups were compared to U.S. Census proportions. Age at screen, evaluation, and treatment and quantity was compared across groups. Regressions examined whether key factors were associated with ethnicity or race. No differences were found for mean age of screen, evaluation, initiation of behavioral therapy, or quantity received between racial and ethnic groups. Historically underrepresented minority children were more likely to fall into the range of concern, referred for evaluations, and have their parents express developmental concerns. Although there remain gaps within the pipeline, implementation of systemized programs can be effective in ensuring equitable access to resources across communities.Lay abstractDelays in autism spectrum disorder identification and access to care could impact developmental outcomes. Although trends are encouraging, children from historically underrepresented minority backgrounds are often identified at later ages and have reduced engagement in services. It is unclear if disparities exist all along the screen-evaluation-treatment chain, or if early detection programs such as Get SET Early that standardize, these steps are effective at ameliorating disparities. As part of the Get SET Early model, primary care providers administered a parent-report screen at well-baby examinations, and parents designated race, ethnicity, and developmental concerns. Toddlers who scored in the range of concern, or whose primary care provider had concerns, were referred for an evaluation. Rates of screening and evaluation engagement within ethnic/racial groups were compared to US Census data. Age at screen, evaluation, and treatment engagement and quantity was compared across groups. Statistical models examined whether key factors such as parent concern were associated with ethnicity or race. No differences were found in the mean age at the first screen, evaluation, or initiation or quantity of behavioral therapy between participants. However, children from historically underrepresented minority backgrounds were more likely to fall into the range of concern on the parent-report screen, their parents expressed developmental concerns more often, and pediatricians were more likely to refer for an evaluation than their White/Not Hispanic counterparts. Overall results suggest that models that support transparent tracking of steps in the screen-evaluation-treatment chain and service referral pipelines may be an effective strategy for ensuring equitable access to care for all children. En ligne : http://dx.doi.org/10.1177/13623613221147416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Examination of the impact of the Get SET Early program on equitable access to care within the screen-evaluate-treat chain in toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Christie PHAM, Auteur ; Elizabeth C BACON, Auteur ; Andrea GRZYBOWSKI, Auteur ; Cynthia CARTER-BARNES, Auteur ; Steven ARIAS, Auteur ; Ronghui XU, Auteur ; Linda LOPEZ, Auteur ; Eric COURCHESNE, Auteur ; Karen PIERCE, Auteur . - p.1790-1802. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1790-1802 Mots-clés : autism spectrum disorders;development;family functioning and support;health services;race and ethnicity Index. décimale : PER Périodiques Résumé : Delays in autism spectrum disorder identification/services could impact developmental outcomes. Although trends are encouraging, children from historically underrepresented minority backgrounds are often identified later and have reduced engagement in care. It is unclear if disparities exist throughout the screen-evaluate-treat chain, or if early detection programs such as Get SET Early that standardize these steps are effective countermeasures. Pediatricians/primary care providers administered Communication and Symbolic Behavior Scales IT Checklist screens at 12-, 18-, and 24-month well-baby examinations, and parents designated race, ethnicity, and developmental concerns. Toddlers who scored in the range of concern, or whose pediatricians/primary care providers had concerns, were referred for evaluations. Rates of screening and evaluation engagement within ethnic/racial groups were compared to U.S. Census proportions. Age at screen, evaluation, and treatment and quantity was compared across groups. Regressions examined whether key factors were associated with ethnicity or race. No differences were found for mean age of screen, evaluation, initiation of behavioral therapy, or quantity received between racial and ethnic groups. Historically underrepresented minority children were more likely to fall into the range of concern, referred for evaluations, and have their parents express developmental concerns. Although there remain gaps within the pipeline, implementation of systemized programs can be effective in ensuring equitable access to resources across communities.Lay abstractDelays in autism spectrum disorder identification and access to care could impact developmental outcomes. Although trends are encouraging, children from historically underrepresented minority backgrounds are often identified at later ages and have reduced engagement in services. It is unclear if disparities exist all along the screen-evaluation-treatment chain, or if early detection programs such as Get SET Early that standardize, these steps are effective at ameliorating disparities. As part of the Get SET Early model, primary care providers administered a parent-report screen at well-baby examinations, and parents designated race, ethnicity, and developmental concerns. Toddlers who scored in the range of concern, or whose primary care provider had concerns, were referred for an evaluation. Rates of screening and evaluation engagement within ethnic/racial groups were compared to US Census data. Age at screen, evaluation, and treatment engagement and quantity was compared across groups. Statistical models examined whether key factors such as parent concern were associated with ethnicity or race. No differences were found in the mean age at the first screen, evaluation, or initiation or quantity of behavioral therapy between participants. However, children from historically underrepresented minority backgrounds were more likely to fall into the range of concern on the parent-report screen, their parents expressed developmental concerns more often, and pediatricians were more likely to refer for an evaluation than their White/Not Hispanic counterparts. Overall results suggest that models that support transparent tracking of steps in the screen-evaluation-treatment chain and service referral pipelines may be an effective strategy for ensuring equitable access to care for all children. En ligne : http://dx.doi.org/10.1177/13623613221147416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Community-guided measurement-based care for autistic youth and adults receiving psychotherapy: A conceptual overview and pilot implementation study of MBC-AUT / Jessica M SCHWARTZMAN in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1658-1675 Titre : Community-guided measurement-based care for autistic youth and adults receiving psychotherapy: A conceptual overview and pilot implementation study of MBC-AUT Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M SCHWARTZMAN, Auteur ; Zachary J WILLIAMS, Auteur ; Ann V PATERSON, Auteur ; Alexandra X JACOBS, Auteur ; Blythe A CORBETT, Auteur Article en page(s) : p.1658-1675 Langues : Anglais (eng) Mots-clés : autism;community members;measurement-based care;psychotherapy Index. décimale : PER Périodiques Résumé : Measurement-based care is an approach to clinical care that involves systematically evaluating patient-reported outcomes to guide clinical decision making with a strong evidence base in the general population; however, its use in autism is limited. As autistic people are more likely to be diagnosed with psychiatric disorders (e.g. depression, anxiety) and to use psychiatric services (e.g. psychotherapy) than the general population, efforts to enhance clinical care for this population are critical. The current proof-of-concept study presents the development and pilot administration of an autism-adapted measurement-based care (MBC-AUT) system for psychotherapy designed for and with autistic people, as well as preliminary data on the feasibility, acceptability, benefits, and barriers to the adoption of the system for clients and clinicians. Findings from the first 18 youth and adult clients to use the system suggest that the MBC-AUT system is feasible and acceptable. Important benefits of the MBC-AUT system for clients and clinicians were identified through semi-structured interviews, and some barriers to the use of the MBC-AUT system were raised. Potential solutions are presented to address these barriers and to reduce the client and clinician burden. As autistic clients continue to seek psychological services, efforts to enhance the delivery and quality of psychotherapy for this population are essential.Lay abstractAutistic youth and adults are more likely to experience psychiatric symptoms (e.g. depression, anxiety) and to use psychiatric services than non-autistic people, yet research on evidence-based approaches to enhance psychiatric care for autistic people is limited. Measurement-based care is an evidence-based approach to psychotherapy that improves outcomes for clients, clinicians, and organizations by routinely administering and evaluating measures to clients. Despite this, research on measurement-based care systems for autistic clients is sparse. To address this gap, we developed an autism-adapted measurement-based care (MBC-AUT) system for and with autistic people and pilot tested the system in an outpatient psychiatry clinic to investigate the preliminary feasibility, acceptability, benefits, and barriers to this system for clients and clinicians. Findings suggested that the MBC-AUT system was a feasible and acceptable system for the first 18 autistic youth, their caregivers, and autistic adults to use the system. In semi-structured interviews, clients and clinicians discussed the benefits of the MBC-AUT system to various therapeutic processes, as well as several important barriers to the use of the system. We offer potential solutions to address these barriers and to reduce client and clinician burden, and propose future directions for this line of research to increase access to more autistic people. As autistic clients continue to seek psychological services amid social landscapes of increasing complexity (e.g. COVID-19 pandemic), efforts to enhance the delivery of psychotherapy for this population are critical. En ligne : http://dx.doi.org/10.1177/13623613221143587 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Community-guided measurement-based care for autistic youth and adults receiving psychotherapy: A conceptual overview and pilot implementation study of MBC-AUT [Texte imprimé et/ou numérique] / Jessica M SCHWARTZMAN, Auteur ; Zachary J WILLIAMS, Auteur ; Ann V PATERSON, Auteur ; Alexandra X JACOBS, Auteur ; Blythe A CORBETT, Auteur . - p.1658-1675. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1658-1675 Mots-clés : autism;community members;measurement-based care;psychotherapy Index. décimale : PER Périodiques Résumé : Measurement-based care is an approach to clinical care that involves systematically evaluating patient-reported outcomes to guide clinical decision making with a strong evidence base in the general population; however, its use in autism is limited. As autistic people are more likely to be diagnosed with psychiatric disorders (e.g. depression, anxiety) and to use psychiatric services (e.g. psychotherapy) than the general population, efforts to enhance clinical care for this population are critical. The current proof-of-concept study presents the development and pilot administration of an autism-adapted measurement-based care (MBC-AUT) system for psychotherapy designed for and with autistic people, as well as preliminary data on the feasibility, acceptability, benefits, and barriers to the adoption of the system for clients and clinicians. Findings from the first 18 youth and adult clients to use the system suggest that the MBC-AUT system is feasible and acceptable. Important benefits of the MBC-AUT system for clients and clinicians were identified through semi-structured interviews, and some barriers to the use of the MBC-AUT system were raised. Potential solutions are presented to address these barriers and to reduce the client and clinician burden. As autistic clients continue to seek psychological services, efforts to enhance the delivery and quality of psychotherapy for this population are essential.Lay abstractAutistic youth and adults are more likely to experience psychiatric symptoms (e.g. depression, anxiety) and to use psychiatric services than non-autistic people, yet research on evidence-based approaches to enhance psychiatric care for autistic people is limited. Measurement-based care is an evidence-based approach to psychotherapy that improves outcomes for clients, clinicians, and organizations by routinely administering and evaluating measures to clients. Despite this, research on measurement-based care systems for autistic clients is sparse. To address this gap, we developed an autism-adapted measurement-based care (MBC-AUT) system for and with autistic people and pilot tested the system in an outpatient psychiatry clinic to investigate the preliminary feasibility, acceptability, benefits, and barriers to this system for clients and clinicians. Findings suggested that the MBC-AUT system was a feasible and acceptable system for the first 18 autistic youth, their caregivers, and autistic adults to use the system. In semi-structured interviews, clients and clinicians discussed the benefits of the MBC-AUT system to various therapeutic processes, as well as several important barriers to the use of the system. We offer potential solutions to address these barriers and to reduce client and clinician burden, and propose future directions for this line of research to increase access to more autistic people. As autistic clients continue to seek psychological services amid social landscapes of increasing complexity (e.g. COVID-19 pandemic), efforts to enhance the delivery of psychotherapy for this population are critical. En ligne : http://dx.doi.org/10.1177/13623613221143587 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children / Jodie SMITH in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1777-1789 Titre : 'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Amal ALI, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Nadia FARAGAAB, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Khadra IGE, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1777-1789 Langues : Anglais (eng) Mots-clés : autistic students;cultural and linguistic diversity;parent-teacher partnerships;participatory research;Somali parents Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent-teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children?s independence. Mothers wished their children?s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children.Lay abstractGood relationships between parents and schools can improve autistic children?s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what 'good relationships' look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child?s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221146077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] 'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Amal ALI, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Nadia FARAGAAB, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Khadra IGE, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur . - p.1777-1789. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1777-1789 Mots-clés : autistic students;cultural and linguistic diversity;parent-teacher partnerships;participatory research;Somali parents Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent-teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children?s independence. Mothers wished their children?s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children.Lay abstractGood relationships between parents and schools can improve autistic children?s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what 'good relationships' look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child?s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221146077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Psychological strengths and well-being: Strengths use predicts quality of life, well-being and mental health in autism / Emily C TAYLOR in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1826-1839 Titre : Psychological strengths and well-being: Strengths use predicts quality of life, well-being and mental health in autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily C TAYLOR, Auteur ; Lucy A LIVINGSTON, Auteur ; Rachel A CLUTTERBUCK, Auteur ; Mitchell J CALLAN, Auteur ; Punit SHAH, Auteur Article en page(s) : p.1826-1839 Langues : Anglais (eng) Mots-clés : autism;quality of life;strengths;strengths use;well-being Index. décimale : PER Périodiques Résumé : Strengths-based approaches to autism are increasing in research and clinical practice. Such approaches suggest facilitating autistic people to increase the use of their strengths leads to positive outcomes (e.g. improved well-being). However, despite proliferation of strengths-based clinical and educational interventions, these approaches are grounded on several assumptions that remain uninvestigated. Little is known about the specific strengths of autistic people, nor their current knowledge and use of their strengths. Critically, no research has directly tested if autistic people?s strengths knowledge and use is in fact associated with positive outcomes. Conducting an exploratory study, including the first well-powered comparisons of the self-reported strengths, strengths knowledge, and strengths use of matched autistic and non-autistic samples (N=276), we found that autistic and non-autistic participants reported similar strengths. While autistic people reported lower strengths knowledge and use, strengths use in autism strongly predicted better quality of life, subjective well-being, and lower levels of anxiety, depression, and stress. Thus, strength-based approaches and clinical interventions designed to increase strengths use may pose a valuable method for boosting well-being in autism. However, we suggest such approaches should focus on individuals' strengths more generally, rather than perceived autism-specific abilities.Lay abstractIt is often suggested that supporting autistic people to identify and use their strengths will lead to positive outcomes. However, little research has explored if this is true. To date, no research has explored whether autistic people already have knowledge of and use their strengths, nor whether increased strengths knowledge and use is linked to good outcomes, such as a better quality of life, well-being and improved mental health. Comparing large samples of autistic and non-autistic people, this study tested these unanswered questions. We found that autistic and non-autistic people reported similar strengths, but autistic people reported less knowledge and use of their strengths compared to non-autistic people. Importantly however, autistic people who reported using their strengths often had better quality of life, well-being and mental health than autistic people who reported using their strengths less frequently. We, therefore, propose that supporting autistic people to use their strengths more often may be a valuable way to boost well-being in this population. En ligne : http://dx.doi.org/10.1177/13623613221146440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Psychological strengths and well-being: Strengths use predicts quality of life, well-being and mental health in autism [Texte imprimé et/ou numérique] / Emily C TAYLOR, Auteur ; Lucy A LIVINGSTON, Auteur ; Rachel A CLUTTERBUCK, Auteur ; Mitchell J CALLAN, Auteur ; Punit SHAH, Auteur . - p.1826-1839. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1826-1839 Mots-clés : autism;quality of life;strengths;strengths use;well-being Index. décimale : PER Périodiques Résumé : Strengths-based approaches to autism are increasing in research and clinical practice. Such approaches suggest facilitating autistic people to increase the use of their strengths leads to positive outcomes (e.g. improved well-being). However, despite proliferation of strengths-based clinical and educational interventions, these approaches are grounded on several assumptions that remain uninvestigated. Little is known about the specific strengths of autistic people, nor their current knowledge and use of their strengths. Critically, no research has directly tested if autistic people?s strengths knowledge and use is in fact associated with positive outcomes. Conducting an exploratory study, including the first well-powered comparisons of the self-reported strengths, strengths knowledge, and strengths use of matched autistic and non-autistic samples (N=276), we found that autistic and non-autistic participants reported similar strengths. While autistic people reported lower strengths knowledge and use, strengths use in autism strongly predicted better quality of life, subjective well-being, and lower levels of anxiety, depression, and stress. Thus, strength-based approaches and clinical interventions designed to increase strengths use may pose a valuable method for boosting well-being in autism. However, we suggest such approaches should focus on individuals' strengths more generally, rather than perceived autism-specific abilities.Lay abstractIt is often suggested that supporting autistic people to identify and use their strengths will lead to positive outcomes. However, little research has explored if this is true. To date, no research has explored whether autistic people already have knowledge of and use their strengths, nor whether increased strengths knowledge and use is linked to good outcomes, such as a better quality of life, well-being and improved mental health. Comparing large samples of autistic and non-autistic people, this study tested these unanswered questions. We found that autistic and non-autistic people reported similar strengths, but autistic people reported less knowledge and use of their strengths compared to non-autistic people. Importantly however, autistic people who reported using their strengths often had better quality of life, well-being and mental health than autistic people who reported using their strengths less frequently. We, therefore, propose that supporting autistic people to use their strengths more often may be a valuable way to boost well-being in this population. En ligne : http://dx.doi.org/10.1177/13623613221146440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Health conditions and service use of autistic women and men: A retrospective population-based case-control study / Ami TINT in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1641-1657 Titre : Health conditions and service use of autistic women and men: A retrospective population-based case-control study Type de document : Texte imprimé et/ou numérique Auteurs : Ami TINT, Auteur ; Hannah CHUNG, Auteur ; Meng-Chuan LAI, Auteur ; Robert BALOGH, Auteur ; Elizabeth LIN, Auteur ; Anna DURBIN, Auteur ; Yona LUNSKY, Auteur Article en page(s) : p.1641-1657 Langues : Anglais (eng) Mots-clés : autism;gender;mental health;physical health;service use;sex differences;women Index. décimale : PER Périodiques Résumé : This study used administrative data to compare the socio-demographics, health conditions, and health service use of autistic adults with adults with and without other developmental disabilities, after matching for age and sex. Autistic women and men were more likely to have a wide range of physical and mental health conditions compared to adults without developmental disabilities. Rates of co-occurring health conditions were similar or lower among autistic adults compared to adults with other developmental disabilities, except for a higher prevalence of psychiatric conditions among autistic adults. Notably increased psychiatric service use was evident among autistic women and men compared to the other groups. Among age-matched autistic women and men, significant differences were found for physical (i.e. Crohn?s disease/colitis, rheumatoid arthritis) and psychiatric conditions (i.e. psychotic disorders, non-psychotic disorders), as well as service use (i.e. emergency department visits, hospitalizations, family doctor and neurologist visits). These findings suggest autistic adults have high health care needs, as do adults with other developmental disabilities. Mental health support is especially critical for autistic adults and research examining sex and gender effects will assist in tailoring health promotion and intervention efforts.Lay abstractThis study used administrative data from Ontario, Canada to compare the health conditions and service use of autistic women and men with adults with other developmental disabilities and with adults without developmental disabilities. Autistic women and men were more likely to have physical and mental health conditions compared to adults without developmental disabilities. Rates of health conditions were similar or lower among autistic adults compared to adults with other developmental disabilities, except more autistic adults had psychiatric conditions. Autistic women and men used higher rates of psychiatric services compared to all other groups. When comparing autistic women with same aged autistic men, sex differences were found for specific physical (Crohn?s disease/colitis, rheumatoid arthritis) and psychiatric conditions (psychotic disorders, non-psychotic disorders), as well differences in service use (emergency department visits, hospitalizations, family doctor and neurologist visits). These results further highlight the high health needs and service use of autistic women and men, as well as adults with other developmental disabilities. It is critical for future research to focus on mental health support for autistic adults and to better understand how to tailor supports to best serve autistic women. En ligne : http://dx.doi.org/10.1177/13623613221144353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Health conditions and service use of autistic women and men: A retrospective population-based case-control study [Texte imprimé et/ou numérique] / Ami TINT, Auteur ; Hannah CHUNG, Auteur ; Meng-Chuan LAI, Auteur ; Robert BALOGH, Auteur ; Elizabeth LIN, Auteur ; Anna DURBIN, Auteur ; Yona LUNSKY, Auteur . - p.1641-1657. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1641-1657 Mots-clés : autism;gender;mental health;physical health;service use;sex differences;women Index. décimale : PER Périodiques Résumé : This study used administrative data to compare the socio-demographics, health conditions, and health service use of autistic adults with adults with and without other developmental disabilities, after matching for age and sex. Autistic women and men were more likely to have a wide range of physical and mental health conditions compared to adults without developmental disabilities. Rates of co-occurring health conditions were similar or lower among autistic adults compared to adults with other developmental disabilities, except for a higher prevalence of psychiatric conditions among autistic adults. Notably increased psychiatric service use was evident among autistic women and men compared to the other groups. Among age-matched autistic women and men, significant differences were found for physical (i.e. Crohn?s disease/colitis, rheumatoid arthritis) and psychiatric conditions (i.e. psychotic disorders, non-psychotic disorders), as well as service use (i.e. emergency department visits, hospitalizations, family doctor and neurologist visits). These findings suggest autistic adults have high health care needs, as do adults with other developmental disabilities. Mental health support is especially critical for autistic adults and research examining sex and gender effects will assist in tailoring health promotion and intervention efforts.Lay abstractThis study used administrative data from Ontario, Canada to compare the health conditions and service use of autistic women and men with adults with other developmental disabilities and with adults without developmental disabilities. Autistic women and men were more likely to have physical and mental health conditions compared to adults without developmental disabilities. Rates of health conditions were similar or lower among autistic adults compared to adults with other developmental disabilities, except more autistic adults had psychiatric conditions. Autistic women and men used higher rates of psychiatric services compared to all other groups. When comparing autistic women with same aged autistic men, sex differences were found for specific physical (Crohn?s disease/colitis, rheumatoid arthritis) and psychiatric conditions (psychotic disorders, non-psychotic disorders), as well differences in service use (emergency department visits, hospitalizations, family doctor and neurologist visits). These results further highlight the high health needs and service use of autistic women and men, as well as adults with other developmental disabilities. It is critical for future research to focus on mental health support for autistic adults and to better understand how to tailor supports to best serve autistic women. En ligne : http://dx.doi.org/10.1177/13623613221144353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Decision-making in autism: A narrative review / Elisa VAN DER PLAS in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1532-1546 Titre : Decision-making in autism: A narrative review Type de document : Texte imprimé et/ou numérique Auteurs : Elisa VAN DER PLAS, Auteur ; David MASON, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.1532-1546 Langues : Anglais (eng) Mots-clés : autism spectrum condition;mentalising;metacognition;perceptual decision-making Index. décimale : PER Périodiques Résumé : Autistic people often have an atypical profile of abilities: while excelling in some structured paradigms, many report difficulties with making real-life decisions. To test whether decision-making in autism is different from in typically developing controls, we reviewed 104 studies that compared decision-making performance between autistic and comparison participants (N=2712 autistic and N=3189 comparison participants) between 1998 and 2022. Our searches revealed four main decision-making paradigms that are widely used in the field of decision neuroscience: perceptual discrimination, reward learning, metacognition and value-based decision-making paradigm. Our synthesis highlights that perceptual processing and reward learning were similar between autistic and comparison participants, whereas value-based decision-making and metacognitive accuracy were often different between groups. Furthermore, decision-making differences were most pronounced when the autistic participant was explicitly probed to report on an internal belief, while implicit markers of the same decision (e.g. error-related response times) were usually not different. Our findings provide evidence in favour of a metacognitive explanation of decision-making atypicalities in autism.Lay summaryMany autistic people report difficulties with real-life decision-making. However, when doing decision-making tests in laboratory experiments, autistic people often perform as well or better than non-autistic people. We review previously published studies on autistic people?s decision-making, across different types of tests, to understand what type of decision-making is more challenging. To do this, we searched four databases of research papers. We found 104 studies that tested, in total, 2712 autistic and 3189 comparison participants on different decision-making tasks. We found that there were four categories of decision-making tests that were used in these experiments: perceptual (e.g. deciding which image has the most dots); reward learning (e.g. learning which deck of cards gives the best reward); metacognition (e.g. knowing how well you perform or what you want); and value-based (e.g. making a decision based on a choice between two outcomes that differ in value to you). Overall, these studies suggest that autistic and comparison participants tend to perform similarly well at perceptual and reward-learning decisions. However, autistic participants tended to decide differently from comparison participants on metacognition and value-based paradigms. This suggests that autistic people might differ from typically developing controls in how they evaluate their own performance and in how they make decisions based on weighing up the subjective value of two different options. We suggest these reflect more general differences in metacognition, thinking about thinking, in autism. En ligne : http://dx.doi.org/10.1177/13623613221148010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Decision-making in autism: A narrative review [Texte imprimé et/ou numérique] / Elisa VAN DER PLAS, Auteur ; David MASON, Auteur ; Francesca HAPPE, Auteur . - p.1532-1546. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1532-1546 Mots-clés : autism spectrum condition;mentalising;metacognition;perceptual decision-making Index. décimale : PER Périodiques Résumé : Autistic people often have an atypical profile of abilities: while excelling in some structured paradigms, many report difficulties with making real-life decisions. To test whether decision-making in autism is different from in typically developing controls, we reviewed 104 studies that compared decision-making performance between autistic and comparison participants (N=2712 autistic and N=3189 comparison participants) between 1998 and 2022. Our searches revealed four main decision-making paradigms that are widely used in the field of decision neuroscience: perceptual discrimination, reward learning, metacognition and value-based decision-making paradigm. Our synthesis highlights that perceptual processing and reward learning were similar between autistic and comparison participants, whereas value-based decision-making and metacognitive accuracy were often different between groups. Furthermore, decision-making differences were most pronounced when the autistic participant was explicitly probed to report on an internal belief, while implicit markers of the same decision (e.g. error-related response times) were usually not different. Our findings provide evidence in favour of a metacognitive explanation of decision-making atypicalities in autism.Lay summaryMany autistic people report difficulties with real-life decision-making. However, when doing decision-making tests in laboratory experiments, autistic people often perform as well or better than non-autistic people. We review previously published studies on autistic people?s decision-making, across different types of tests, to understand what type of decision-making is more challenging. To do this, we searched four databases of research papers. We found 104 studies that tested, in total, 2712 autistic and 3189 comparison participants on different decision-making tasks. We found that there were four categories of decision-making tests that were used in these experiments: perceptual (e.g. deciding which image has the most dots); reward learning (e.g. learning which deck of cards gives the best reward); metacognition (e.g. knowing how well you perform or what you want); and value-based (e.g. making a decision based on a choice between two outcomes that differ in value to you). Overall, these studies suggest that autistic and comparison participants tend to perform similarly well at perceptual and reward-learning decisions. However, autistic participants tended to decide differently from comparison participants on metacognition and value-based paradigms. This suggests that autistic people might differ from typically developing controls in how they evaluate their own performance and in how they make decisions based on weighing up the subjective value of two different options. We suggest these reflect more general differences in metacognition, thinking about thinking, in autism. En ligne : http://dx.doi.org/10.1177/13623613221148010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Prevalence of autism spectrum disorder in a large pediatric primary care network / Kate E WALLIS in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1840-1846 Titre : Prevalence of autism spectrum disorder in a large pediatric primary care network Type de document : Texte imprimé et/ou numérique Auteurs : Kate E WALLIS, Auteur ; Toore ADEBAJO, Auteur ; Amanda E BENNETT, Auteur ; Madison DRYE, Auteur ; Marsha GERDES, Auteur ; Judith S MILLER, Auteur ; Whitney GUTHRIE, Auteur Article en page(s) : p.1840-1846 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;diagnosis;prevalence;screening Index. décimale : PER Périodiques Résumé : In this retrospective cohort study using data from an integrated primary care and subspecialty network, we examined medical records of children seen in primary care at eligible autism spectrum disorder (ASD) screening ages and followed through at least 4?years of age. We examined the prevalence of ASD; age of first documented ASD diagnosis; and whether the prevalence and age of documented diagnosis varied by race, ethnicity, socio-economic status (SES) and site of care (urban versus suburban/rural). The prevalence of ASD across the cohort was 3.2%, with a median age of diagnosis of 3.93?years. ASD prevalence was unexpectedly higher among Asian children, non-Hispanic Black children, children with higher Social Vulnerability Index scores (a neighborhood-level proxy of socio-economic risk), and children who received care in urban primary care sites. There were no statistically significant differences in age at which ASD diagnosis was documented across socio-demographic groups. Receiving primary care at an urban site accounted for most other socio-demographic differences in ASD prevalence rates, except among Asian children, who were found to have higher adjusted odds of ASD diagnosis compared to White children (aOR=1.82, p<.001). Determining what clinical-, individual- or systems-level factors contribute to ASD diagnosis remains important to improve equity.Lay AbstractHistorically, children from non-Hispanic Black and Hispanic backgrounds, those from lower-income families, and girls are less likely to be diagnosed with autism spectrum disorder. Under-identification among these historically and contemporaneously marginalized groups can limit their access to early, autism spectrum disorder-specific interventions, which can have long-term negative impacts. Recent data suggest that some of these trends may be narrowing, or even reversing. Using electronic health record data, we calculated autism spectrum disorder prevalence rates and age of first documented diagnosis across socio-demographic groups. Our cohort included children seen at young ages (when eligible for screening in early childhood) and again at least after 4?years of age in a large primary care network. We found that autism spectrum disorder prevalence was unexpectedly higher among Asian children, non-Hispanic Black children, children with higher Social Vulnerability Index scores (a measure of socio-economic risk at the neighborhood level), and children who received care in urban primary care sites. We did not find differences in the age at which autism spectrum disorder diagnoses were documented in children?s records across these groups. Receiving primary care at an urban site (regardless of location of specialty care) appeared to account for most other socio-demographic differences in autism spectrum disorder prevalence rates, except among Asian children, who remained more likely to be diagnosed with autism spectrum disorder after controlling for other factors. We must continue to better understand the process by which children with autism spectrum disorder from traditionally under-identified and under-served backgrounds come to be recognized, to continue to improve the equity of care. En ligne : http://dx.doi.org/10.1177/13623613221147396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Prevalence of autism spectrum disorder in a large pediatric primary care network [Texte imprimé et/ou numérique] / Kate E WALLIS, Auteur ; Toore ADEBAJO, Auteur ; Amanda E BENNETT, Auteur ; Madison DRYE, Auteur ; Marsha GERDES, Auteur ; Judith S MILLER, Auteur ; Whitney GUTHRIE, Auteur . - p.1840-1846. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1840-1846 Mots-clés : autism spectrum disorder;diagnosis;prevalence;screening Index. décimale : PER Périodiques Résumé : In this retrospective cohort study using data from an integrated primary care and subspecialty network, we examined medical records of children seen in primary care at eligible autism spectrum disorder (ASD) screening ages and followed through at least 4?years of age. We examined the prevalence of ASD; age of first documented ASD diagnosis; and whether the prevalence and age of documented diagnosis varied by race, ethnicity, socio-economic status (SES) and site of care (urban versus suburban/rural). The prevalence of ASD across the cohort was 3.2%, with a median age of diagnosis of 3.93?years. ASD prevalence was unexpectedly higher among Asian children, non-Hispanic Black children, children with higher Social Vulnerability Index scores (a neighborhood-level proxy of socio-economic risk), and children who received care in urban primary care sites. There were no statistically significant differences in age at which ASD diagnosis was documented across socio-demographic groups. Receiving primary care at an urban site accounted for most other socio-demographic differences in ASD prevalence rates, except among Asian children, who were found to have higher adjusted odds of ASD diagnosis compared to White children (aOR=1.82, p<.001). Determining what clinical-, individual- or systems-level factors contribute to ASD diagnosis remains important to improve equity.Lay AbstractHistorically, children from non-Hispanic Black and Hispanic backgrounds, those from lower-income families, and girls are less likely to be diagnosed with autism spectrum disorder. Under-identification among these historically and contemporaneously marginalized groups can limit their access to early, autism spectrum disorder-specific interventions, which can have long-term negative impacts. Recent data suggest that some of these trends may be narrowing, or even reversing. Using electronic health record data, we calculated autism spectrum disorder prevalence rates and age of first documented diagnosis across socio-demographic groups. Our cohort included children seen at young ages (when eligible for screening in early childhood) and again at least after 4?years of age in a large primary care network. We found that autism spectrum disorder prevalence was unexpectedly higher among Asian children, non-Hispanic Black children, children with higher Social Vulnerability Index scores (a measure of socio-economic risk at the neighborhood level), and children who received care in urban primary care sites. We did not find differences in the age at which autism spectrum disorder diagnoses were documented in children?s records across these groups. Receiving primary care at an urban site (regardless of location of specialty care) appeared to account for most other socio-demographic differences in autism spectrum disorder prevalence rates, except among Asian children, who remained more likely to be diagnosed with autism spectrum disorder after controlling for other factors. We must continue to better understand the process by which children with autism spectrum disorder from traditionally under-identified and under-served backgrounds come to be recognized, to continue to improve the equity of care. En ligne : http://dx.doi.org/10.1177/13623613221147396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Daily experiences and well-being of Chinese parents of children with autism / Hui WANG in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1560-1574 Titre : Daily experiences and well-being of Chinese parents of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hui WANG, Auteur ; Sihan LIU, Auteur ; Jianjie XU, Auteur ; Xiaoyi HU, Auteur ; Zhuo Rachel HAN, Auteur Article en page(s) : p.1560-1574 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;child-related stress;coping;daily diary;social support;well-being Index. décimale : PER Périodiques Résumé : Parents of children with autism experience significant stress and challenges in daily life that can impact their well-being. Using a daily diary method, the present study examined the same-day and next-day associations between child-related stress, social support, coping, and parental well-being outcomes (i.e. life satisfaction, positive and negative affect). A total of 76 parents (58 mothers) of autistic children participated in the study and completed daily diaries for 14 consecutive days. Multilevel modeling analyses indicated that child-related stress and social support were associated with same-day life satisfaction only in mothers. Moreover, positive coping on a given day was not only related to more positive affect and higher life satisfaction on the same day but also to higher life satisfaction on the next day, whereas negative coping was only related to higher negative affect and lower positive affect on the same day in both parents. These findings emphasize the benefits of positive coping and social support in raising children with autism, which may contribute toward the further development of existing support programs for parents of children with autism.Lay abstractThe present study examined the influences of child-related stress, parental coping and social support on parental daily subjective well-being (i.e. positive and negative affect, life satisfactory) in Chinese families of children with autism spectrum disorder. For 14?days, a total of 76 parents (58 mothers) participated in the study and completed daily diaries. For mothers, child-related stress was related to lower life satisfaction; social support was related to higher life satisfaction that day. These daily relations were not found for fathers. Across all parents, avoidant coping was associated with higher negative affect and lower positive affect on the same day. Notably, daily positive coping was related to greater same-day positive affect as well as greater same-day and next-day life satisfaction. Interventions aimed at increasing positive coping and social support, and reducing child-related stress and avoidant coping are important to help parents maintain well-being, particularly for mothers of children with autism. En ligne : http://dx.doi.org/10.1177/13623613221144191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Daily experiences and well-being of Chinese parents of children with autism [Texte imprimé et/ou numérique] / Hui WANG, Auteur ; Sihan LIU, Auteur ; Jianjie XU, Auteur ; Xiaoyi HU, Auteur ; Zhuo Rachel HAN, Auteur . - p.1560-1574. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1560-1574 Mots-clés : autism spectrum disorder;child-related stress;coping;daily diary;social support;well-being Index. décimale : PER Périodiques Résumé : Parents of children with autism experience significant stress and challenges in daily life that can impact their well-being. Using a daily diary method, the present study examined the same-day and next-day associations between child-related stress, social support, coping, and parental well-being outcomes (i.e. life satisfaction, positive and negative affect). A total of 76 parents (58 mothers) of autistic children participated in the study and completed daily diaries for 14 consecutive days. Multilevel modeling analyses indicated that child-related stress and social support were associated with same-day life satisfaction only in mothers. Moreover, positive coping on a given day was not only related to more positive affect and higher life satisfaction on the same day but also to higher life satisfaction on the next day, whereas negative coping was only related to higher negative affect and lower positive affect on the same day in both parents. These findings emphasize the benefits of positive coping and social support in raising children with autism, which may contribute toward the further development of existing support programs for parents of children with autism.Lay abstractThe present study examined the influences of child-related stress, parental coping and social support on parental daily subjective well-being (i.e. positive and negative affect, life satisfactory) in Chinese families of children with autism spectrum disorder. For 14?days, a total of 76 parents (58 mothers) participated in the study and completed daily diaries. For mothers, child-related stress was related to lower life satisfaction; social support was related to higher life satisfaction that day. These daily relations were not found for fathers. Across all parents, avoidant coping was associated with higher negative affect and lower positive affect on the same day. Notably, daily positive coping was related to greater same-day positive affect as well as greater same-day and next-day life satisfaction. Interventions aimed at increasing positive coping and social support, and reducing child-related stress and avoidant coping are important to help parents maintain well-being, particularly for mothers of children with autism. En ligne : http://dx.doi.org/10.1177/13623613221144191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509