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

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.200-212 Titre : Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students [Texte imprimé et/ou numérique] / Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.200-212. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.200-212 Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Dropping out and moving on: A qualitative study of autistic people's experiences of university / Eilidh CAGE in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1664-1675 Titre : Dropping out and moving on: A qualitative study of autistic people's experiences of university Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; Jack HOWES, Auteur Article en page(s) : p.1664-1675 Langues : Anglais (eng) Mots-clés : *autistic adults  *dropout  *higher education  *non-completion Index. décimale : PER Périodiques Résumé : Many autistic people now go to university, but many of them also drop out of their studies. In fact, it is believed that autistic people are at higher risk of dropping out, but little research has been done to understand why this is happening. This research used interviews to take an in-depth look at 14 autistic people's experiences of dropping out of university. All the things the participants talked about were examined closely by the researchers who identified common themes in what the participants discussed. The first set of themes captured some overarching issues faced by autistic people, such as difficulties with getting diagnosed, a lack of autism understanding, mental health challenges and feeling like an outsider. The next themes were organised within challenges faced at university, including a feeling of culture shock, becoming disengaged from one's studies, a lack of proactive support from their university and a feeling that dropping out became inevitable. Finally, there were themes about life after dropping out, which involved a sense that the experience at university had been traumatic and shameful, but they believed people had to do what is right for them. All of these themes suggest that universities need to be better at supporting autistic people when they first come to university, and that they should actively offer clear support throughout and try and make the university environment more accessible for everyone, to ensure more autistic people have a positive university experience. En ligne : http://dx.doi.org/10.1177/1362361320918750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Dropping out and moving on: A qualitative study of autistic people's experiences of university [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; Jack HOWES, Auteur . - p.1664-1675. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1664-1675 Mots-clés : *autistic adults  *dropout  *higher education  *non-completion Index. décimale : PER Périodiques Résumé : Many autistic people now go to university, but many of them also drop out of their studies. In fact, it is believed that autistic people are at higher risk of dropping out, but little research has been done to understand why this is happening. This research used interviews to take an in-depth look at 14 autistic people's experiences of dropping out of university. All the things the participants talked about were examined closely by the researchers who identified common themes in what the participants discussed. The first set of themes captured some overarching issues faced by autistic people, such as difficulties with getting diagnosed, a lack of autism understanding, mental health challenges and feeling like an outsider. The next themes were organised within challenges faced at university, including a feeling of culture shock, becoming disengaged from one's studies, a lack of proactive support from their university and a feeling that dropping out became inevitable. Finally, there were themes about life after dropping out, which involved a sense that the experience at university had been traumatic and shameful, but they believed people had to do what is right for them. All of these themes suggest that universities need to be better at supporting autistic people when they first come to university, and that they should actively offer clear support throughout and try and make the university environment more accessible for everyone, to ensure more autistic people have a positive university experience. En ligne : http://dx.doi.org/10.1177/1362361320918750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Experiences of Autism Acceptance and Mental Health in Autistic Adults / Eilidh CAGE in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.473-484 Titre : Experiences of Autism Acceptance and Mental Health in Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; J. DI MONACO, Auteur ; V. NEWELL, Auteur Article en page(s) : p.473-484 Langues : Anglais (eng) Mots-clés : Autism acceptance  Camouflaging  Masking  Mental health Index. décimale : PER Périodiques Résumé : Mental health difficulties are highly prevalent in individuals on the autism spectrum. The current study examined how experiences and perceptions of autism acceptance could impact on the mental health of autistic adults. 111 adults on the autism spectrum completed an online survey examining their experiences of autism acceptance, along with symptoms of depression, anxiety and stress. Regression analyses showed that autism acceptance from external sources and personal acceptance significantly predicted depression. Acceptance from others also significantly predicted stress but acceptance did not predict anxiety. Further analyses suggested that experiences of "camouflaging" could relate to higher rates of depression. The current study highlights the importance of considering how autism acceptance could contribute to mental health in autism. En ligne : https://doi.org/10.1007/s10803-017-3342-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Experiences of Autism Acceptance and Mental Health in Autistic Adults [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; J. DI MONACO, Auteur ; V. NEWELL, Auteur . - p.473-484. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.473-484 Mots-clés : Autism acceptance  Camouflaging  Masking  Mental health Index. décimale : PER Périodiques Résumé : Mental health difficulties are highly prevalent in individuals on the autism spectrum. The current study examined how experiences and perceptions of autism acceptance could impact on the mental health of autistic adults. 111 adults on the autism spectrum completed an online survey examining their experiences of autism acceptance, along with symptoms of depression, anxiety and stress. Regression analyses showed that autism acceptance from external sources and personal acceptance significantly predicted depression. Acceptance from others also significantly predicted stress but acceptance did not predict anxiety. Further analyses suggested that experiences of "camouflaging" could relate to higher rates of depression. The current study highlights the importance of considering how autism acceptance could contribute to mental health in autism. En ligne : https://doi.org/10.1007/s10803-017-3342-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Gender Differences in the First Impressions of Autistic Adults / Eilidh CAGE in Autism Research, 12-10 (October 2019)  

Public ISBD [article]  inAutism Research > 12-10 (October 2019) . - p.1495-1504 Titre : Gender Differences in the First Impressions of Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; H. BURTON, Auteur Article en page(s) : p.1495-1504 Langues : Anglais (eng) Mots-clés : autistic adults  first impressions  gender differences  social evaluation Index. décimale : PER Périodiques Résumé : Prior research has shown that less favourable first impressions are formed of autistic adults by non-autistic observers. Autistic females may present differently to autistic males and could engage in more camouflaging behaviours, which could affect these first impressions. However, research has not yet tested for gender differences in the first impressions of autistic adults. In the current study, non-autistic observers (n = 205) viewed either 10-sec video clips or text transcripts in the context of a mock job interview by 10 autistic females and 10 autistic males, matched to 10 non-autistic females and 10 non-autistic males. They then rated each stimulus on personality traits (e.g., awkwardness) and behavioural intentions (e.g., "I would start a conversation with this person"). Non-autistic observers were blind to diagnostic status of the individuals in either modality. Results showed that first impressions were less favourable overall of autistic adults in the video modality. Furthermore, autistic females were rated more favourably than autistic males in the video modality across most traits-but autistic females were also rated less favourably than both non-autistic females and males. Some judgements were also made in the text modality, whereby more favourable first impressions were made of autistic males on the basis of speech content. Understanding the first impressions that both autistic females and males make has important implications for diagnostic services and employment prospects. Autism Res 2019, 12: 1495-1504. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We found that non-autistic people formed more negative first impressions of autistic people, and this was influenced by gender of the person being evaluated. Autistic women were judged more favourably than autistic men; however, both autistic women and men were rated less positively than non-autistic people, with large differences between judgements of autistic females in comparison to non-autistic females. The findings have implications for clinicians and employers who may make rapid judgements based on someone's gender. En ligne : http://dx.doi.org/10.1002/aur.2191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Gender Differences in the First Impressions of Autistic Adults [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; H. BURTON, Auteur . - p.1495-1504. Langues : Anglais (eng) in Autism Research > 12-10 (October 2019) . - p.1495-1504 Mots-clés : autistic adults  first impressions  gender differences  social evaluation Index. décimale : PER Périodiques Résumé : Prior research has shown that less favourable first impressions are formed of autistic adults by non-autistic observers. Autistic females may present differently to autistic males and could engage in more camouflaging behaviours, which could affect these first impressions. However, research has not yet tested for gender differences in the first impressions of autistic adults. In the current study, non-autistic observers (n = 205) viewed either 10-sec video clips or text transcripts in the context of a mock job interview by 10 autistic females and 10 autistic males, matched to 10 non-autistic females and 10 non-autistic males. They then rated each stimulus on personality traits (e.g., awkwardness) and behavioural intentions (e.g., "I would start a conversation with this person"). Non-autistic observers were blind to diagnostic status of the individuals in either modality. Results showed that first impressions were less favourable overall of autistic adults in the video modality. Furthermore, autistic females were rated more favourably than autistic males in the video modality across most traits-but autistic females were also rated less favourably than both non-autistic females and males. Some judgements were also made in the text modality, whereby more favourable first impressions were made of autistic males on the basis of speech content. Understanding the first impressions that both autistic females and males make has important implications for diagnostic services and employment prospects. Autism Res 2019, 12: 1495-1504. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We found that non-autistic people formed more negative first impressions of autistic people, and this was influenced by gender of the person being evaluated. Autistic women were judged more favourably than autistic men; however, both autistic women and men were rated less positively than non-autistic people, with large differences between judgements of autistic females in comparison to non-autistic females. The findings have implications for clinicians and employers who may make rapid judgements based on someone's gender. En ligne : http://dx.doi.org/10.1002/aur.2191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

‘I am who I am’: Reputation concerns in adolescents on the autism spectrum / Eilidh CAGE in Research in Autism Spectrum Disorders, 25 (May 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 25 (May 2016) . - p.12-23 Titre : ‘I am who I am’: Reputation concerns in adolescents on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; Geoffrey BIRD, Auteur ; Liz PELLICANO, Auteur Article en page(s) : p.12-23 Langues : Anglais (eng) Mots-clés : Reputation  Adolescence  Friendship  Autism Index. décimale : PER Périodiques Résumé : AbstractBackground Adolescence is often characterised by an increased concern for one’s reputation in typical development. The extent to which autistic adolescents are concerned for their reputation, however, is unclear. Method Semi-structured interviews were conducted with 12 autistic adolescents and five members of school staff to examine reputation concerns in autism. Topics discussed included being ‘cool’, friendships, worries and self-concepts. Results Thematic analysis revealed that autistic adolescents were sometimes concerned about their reputation, although many reported that they did not want to be cool. Instead, they preferred to be true to themselves and struggled to understand the rules of being cool. Adolescents’ difficulties in coping with unpredictability also contributed to their understanding of social rules. Findings were supported by the responses of school staff. Conclusions This study suggests that autistic adolescents can be concerned about their reputation, with some wishing to be accepted for having a reputation for being different. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] ‘I am who I am’: Reputation concerns in adolescents on the autism spectrum [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; Geoffrey BIRD, Auteur ; Liz PELLICANO, Auteur . - p.12-23. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 25 (May 2016) . - p.12-23 Mots-clés : Reputation  Adolescence  Friendship  Autism Index. décimale : PER Périodiques Résumé : AbstractBackground Adolescence is often characterised by an increased concern for one’s reputation in typical development. The extent to which autistic adolescents are concerned for their reputation, however, is unclear. Method Semi-structured interviews were conducted with 12 autistic adolescents and five members of school staff to examine reputation concerns in autism. Topics discussed included being ‘cool’, friendships, worries and self-concepts. Results Thematic analysis revealed that autistic adolescents were sometimes concerned about their reputation, although many reported that they did not want to be cool. Instead, they preferred to be true to themselves and struggled to understand the rules of being cool. Adolescents’ difficulties in coping with unpredictability also contributed to their understanding of social rules. Findings were supported by the responses of school staff. Conclusions This study suggests that autistic adolescents can be concerned about their reputation, with some wishing to be accepted for having a reputation for being different. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

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

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Reputation Management: Evidence for Ability But Reduced Propensity in Autism / Eilidh CAGE in Autism Research, 6-5 (October 2013)  

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Reputation Management in Children on the Autism Spectrum / Eilidh CAGE in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

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A systematic review and meta-analysis of associations between primarily non-autistic people's characteristics and attitudes toward autistic people / Da-Yea SONG ; Kristen BOTTEMA-BEUTEL ; Kristen GILLESPIE-LYNCH ; Eilidh CAGE in Autism Research, 16-2 (February 2023)  

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A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school? / Marisa MCKINLAY in Autism, 29-3 (March 2025)  

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The experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence / Lily CRESSWELL in Research in Autism Spectrum Disorders, 61 (May 2019)  

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Understanding, attitudes and dehumanisation towards autistic people / Eilidh CAGE in Autism, 23-6 (August 2019)  

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Understanding Camouflaging as a Response to Autism-Related Stigma: A Social Identity Theory Approach / E. PERRY in Journal of Autism and Developmental Disorders, 52-2 (February 2022)  

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Understanding the factors that affect university completion for autistic people / Eilidh CAGE in Research in Autism Spectrum Disorders, 72 (April 2020)  

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Understanding the Reasons, Contexts and Costs of Camouflaging for Autistic Adults / Eilidh CAGE in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

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