Dépouillements

What's in a name? The costs and benefits of a formal autism diagnosis / Sue FLETCHER-WATSON in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.257?262 Titre : What's in a name? The costs and benefits of a formal autism diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur Année de publication : 2024 Article en page(s) : p.257?262 Langues : Français (fre) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613231213300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] What's in a name? The costs and benefits of a formal autism diagnosis [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur . - 2024 . - p.257?262. Langues : Français (fre) in Autism > 28-2 (February 2024) . - p.257?262 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613231213300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Parent-to-parent support among parents of children with autism: A review of the literature / Adriana Kaori TEROL ; Christy D. YOON ; Hedda MEADAN in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.263?275 Titre : Parent-to-parent support among parents of children with autism: A review of the literature Type de document : Texte imprimé et/ou numérique Auteurs : Adriana Kaori TEROL, Auteur ; Christy D. YOON, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.263?275 Mots-clés : cascading model  intervention delivery  parent-to-parent support Index. décimale : PER Périodiques Résumé : Parents of autistic children have historically reported hardships related to raising their children. However, the access to resources related to the childrearing of an autistic child is not equitable, therefore resulting in exacerbated difficulties for parents in low-resource settings. In these situations, peer support may be a protective factor for parental resilience in which they receive various supports from other parents of an autistic child with similar experiences. Despite its potential utility, little is known about such parent-to-parent support as evidenced by no synthesis of relevant literature. To address this gap, we present a scoping review of 25 studies that included parent-to-parent support among parents of autistic children. Across these studies, a total of 141 and 747 parents participated as parent mentors and mentees with some heterogeneity in their demographic characteristics. We also identified how parent mentors were trained to provide support to their peers and social validity data related to parent-to-parent support and provided implications for future intervention research. Lay Abstract Parents of autistic children have long reported feelings of isolation and increased stress during and after receiving their child?s diagnosis. Increasing global prevalence of autism also calls for increased services and supports to meet the needs of these families, but most parents who live in low-resource settings still report exacerbated barriers. This may indicate the need for diversifying intervention delivery models to increase contextual fit and enhance implementation effects for different populations. For example, many parents have reported parent-to-parent (P2P) model to be a source of emotional support, advocacy, and knowledge related to their child?s diagnosis, and practical advice. However, little is known about this topic due to the lack of synthesis of relevant autism literature. To address this gap, we conducted a literature review to gain a deeper understanding of how P2P support is used. We identified 25 studies based on our inclusion and exclusion criteria, which we coded to extract variables such as demographic information of participants, types of P2P, dosage, target outcomes, and social validity. About half of studies focused on providing support groups for parents, and the other half focused on individual matching and mentoring for skill acquisition of parents. Across the included 25 studies, a total of 141 parents participated as parent mentors and 747 parents as parent mentees. We also present implications for future research. En ligne : https://dx.doi.org/10.1177/13623613221146444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Parent-to-parent support among parents of children with autism: A review of the literature [Texte imprimé et/ou numérique] / Adriana Kaori TEROL, Auteur ; Christy D. YOON, Auteur ; Hedda MEADAN, Auteur . - p.263?275. in Autism > 28-2 (February 2024) . - p.263?275 Mots-clés : cascading model  intervention delivery  parent-to-parent support Index. décimale : PER Périodiques Résumé : Parents of autistic children have historically reported hardships related to raising their children. However, the access to resources related to the childrearing of an autistic child is not equitable, therefore resulting in exacerbated difficulties for parents in low-resource settings. In these situations, peer support may be a protective factor for parental resilience in which they receive various supports from other parents of an autistic child with similar experiences. Despite its potential utility, little is known about such parent-to-parent support as evidenced by no synthesis of relevant literature. To address this gap, we present a scoping review of 25 studies that included parent-to-parent support among parents of autistic children. Across these studies, a total of 141 and 747 parents participated as parent mentors and mentees with some heterogeneity in their demographic characteristics. We also identified how parent mentors were trained to provide support to their peers and social validity data related to parent-to-parent support and provided implications for future intervention research. Lay Abstract Parents of autistic children have long reported feelings of isolation and increased stress during and after receiving their child?s diagnosis. Increasing global prevalence of autism also calls for increased services and supports to meet the needs of these families, but most parents who live in low-resource settings still report exacerbated barriers. This may indicate the need for diversifying intervention delivery models to increase contextual fit and enhance implementation effects for different populations. For example, many parents have reported parent-to-parent (P2P) model to be a source of emotional support, advocacy, and knowledge related to their child?s diagnosis, and practical advice. However, little is known about this topic due to the lack of synthesis of relevant autism literature. To address this gap, we conducted a literature review to gain a deeper understanding of how P2P support is used. We identified 25 studies based on our inclusion and exclusion criteria, which we coded to extract variables such as demographic information of participants, types of P2P, dosage, target outcomes, and social validity. About half of studies focused on providing support groups for parents, and the other half focused on individual matching and mentoring for skill acquisition of parents. Across the included 25 studies, a total of 141 parents participated as parent mentors and 747 parents as parent mentees. We also present implications for future research. En ligne : https://dx.doi.org/10.1177/13623613221146444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Effects of physical activity and exercise-based interventions in young adults with autism spectrum disorder: A systematic review / Amanda KILYK ; Sudha M. SRINIVASAN in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.276?300 Titre : Effects of physical activity and exercise-based interventions in young adults with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Amanda KILYK, Auteur ; Sudha M. SRINIVASAN, Auteur Article en page(s) : p.276?300 Mots-clés : autism spectrum disorder  exercise  physical activity  physical fitness  structured movement interventions  young adults Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder are an underserved population. Evidence-based guidelines for physical activity programs to address the lifelong needs of this population are presently unavailable. Our systematic review critically appraises the research to date on the effects of physical activity/exercise-based interventions on physical fitness, motor skills, core autism symptoms, and functional participation in young adults with autism spectrum disorder between 19 and 30?years. We reviewed 22 experimental and quasi-experimental studies that assessed the effects of physical activity/exercise-based interventions in 763 young adults with autism spectrum disorder. Evidence is strongest for improvements of medium-to-large size in physical fitness followed by medium-to-large improvements in motor outcomes, medium-to-large improvements in psychological function, and small-to-large improvements in quality of life. Aerobic, resistance, and movement skill/sport-specific training can improve cardiovascular function and muscular strength/endurance in young adults. Movement/sport training can help improve fundamental motor skills. Finally, holistic interventions combining elements of physical activity, diet, and lifestyle modifications are effective in improving outcomes related to body composition and quality of life in young adults. There is presently insufficient evidence for improvements in physical activity engagement or core autism symptoms following exercise interventions. We provide recommendations for assessment and intervention for clinicians working with young adults with autism spectrum disorder. Lay abstract Young adults with autism spectrum disorder over 18 years of age are an underserved population, and there is presently limited evidence examining the effects of physical activity programs in this population. Our review synthesizes the evidence to date from studies that have assessed the effects of physical activity/exercise programs in young adults with autism spectrum disorder between 19 and 30 years. We reviewed 22 studies that included a total of 763 young adults with autism spectrum disorder. There is the strongest evidence for improvements in physical fitness, followed by motor skills, psychological function, and quality of life following physical activity interventions in young adults with autism spectrum disorder. Specifically, aerobic and resistance training as well as programs focused on movement skill and sport-specific training lead to improved physical fitness and movement performance. Holistic interventions focusing on physical activity, dietary changes, and lifestyle modifications lead to improvements in body composition and quality of life of young adults with autism spectrum disorder. There is presently limited evidence to support the use of exercise/activity programs to improve physical activity levels and core autism symptoms in young adults with autism spectrum disorder. Based on our review results, we also provide practical recommendations for clinicians working with young adults with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613231169058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Effects of physical activity and exercise-based interventions in young adults with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Amanda KILYK, Auteur ; Sudha M. SRINIVASAN, Auteur . - p.276?300. in Autism > 28-2 (February 2024) . - p.276?300 Mots-clés : autism spectrum disorder  exercise  physical activity  physical fitness  structured movement interventions  young adults Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder are an underserved population. Evidence-based guidelines for physical activity programs to address the lifelong needs of this population are presently unavailable. Our systematic review critically appraises the research to date on the effects of physical activity/exercise-based interventions on physical fitness, motor skills, core autism symptoms, and functional participation in young adults with autism spectrum disorder between 19 and 30?years. We reviewed 22 experimental and quasi-experimental studies that assessed the effects of physical activity/exercise-based interventions in 763 young adults with autism spectrum disorder. Evidence is strongest for improvements of medium-to-large size in physical fitness followed by medium-to-large improvements in motor outcomes, medium-to-large improvements in psychological function, and small-to-large improvements in quality of life. Aerobic, resistance, and movement skill/sport-specific training can improve cardiovascular function and muscular strength/endurance in young adults. Movement/sport training can help improve fundamental motor skills. Finally, holistic interventions combining elements of physical activity, diet, and lifestyle modifications are effective in improving outcomes related to body composition and quality of life in young adults. There is presently insufficient evidence for improvements in physical activity engagement or core autism symptoms following exercise interventions. We provide recommendations for assessment and intervention for clinicians working with young adults with autism spectrum disorder. Lay abstract Young adults with autism spectrum disorder over 18 years of age are an underserved population, and there is presently limited evidence examining the effects of physical activity programs in this population. Our review synthesizes the evidence to date from studies that have assessed the effects of physical activity/exercise programs in young adults with autism spectrum disorder between 19 and 30 years. We reviewed 22 studies that included a total of 763 young adults with autism spectrum disorder. There is the strongest evidence for improvements in physical fitness, followed by motor skills, psychological function, and quality of life following physical activity interventions in young adults with autism spectrum disorder. Specifically, aerobic and resistance training as well as programs focused on movement skill and sport-specific training lead to improved physical fitness and movement performance. Holistic interventions focusing on physical activity, dietary changes, and lifestyle modifications lead to improvements in body composition and quality of life of young adults with autism spectrum disorder. There is presently limited evidence to support the use of exercise/activity programs to improve physical activity levels and core autism symptoms in young adults with autism spectrum disorder. Based on our review results, we also provide practical recommendations for clinicians working with young adults with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613231169058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Barriers to healthcare for Australian autistic adults / Georgia BRUCE ; Janelle WEISE ; Caroline J. MILLS ; Julian N. TROLLOR ; Kristy COXON in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.301?315 Titre : Barriers to healthcare for Australian autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Georgia BRUCE, Auteur ; Janelle WEISE, Auteur ; Caroline J. MILLS, Auteur ; Julian N. TROLLOR, Auteur ; Kristy COXON, Auteur Article en page(s) : p.301?315 Mots-clés : access  adult  autism  autistic  healthcare Index. décimale : PER Périodiques Résumé : Barriers to healthcare experienced by Australian autistic adults have not been previously explored. We conducted a cross-sectional investigation of barriers to healthcare and associated factors from a subtle realism perspective. Perceived barriers to healthcare were obtained from the Barriers to Healthcare Checklist Short-Form (BHC). A total of 263 autistic and 70 non-autistic individuals completed the BHC. On average, autistic adults reported more barriers to healthcare (4.58) than non-autistic adults (0.76). Gender diversity, higher levels of generalised anxiety, greater global disability and less satisfaction with social support contributed to the experience of barriers to healthcare in autistic participants in regression modelling. Australian autistic adults face substantial barriers to healthcare. Understanding these barriers provides an opportunity to develop approaches to improve access; such as co-designing a healthcare access roadmap for autistic adults, with co-designed policies and practices which advocate for the needs of autistic adults. Lay abstract This study looked at how Australian autistic and non-autistic adults experience barriers to healthcare. We asked autistic and non-autistic adults to complete the Barriers to Healthcare Checklist Short-Form (BHC). We analysed data from 263 autistic adults and 70 non-autistic adults. We found that autistic adults experienced more barriers to healthcare than non-autistic adults. Gender diversity, feeling more anxious, having greater disability and feeling unsatisfied with social support contributed to barriers to healthcare in autistic participants. We recommend interventions such as developing and implementing a national action plan, similar to the National Roadmap for Improving the Health of People with Intellectual Disability (2021) to reduce barriers and address unmet healthcare needs of Australian autistic adults. We also recommend working with autistic adults to develop new policies and strategies, implementing environmental adaptations to health care facilities, and increasing Autism education opportunities for health professionals to address gaps in knowledge. En ligne : https://dx.doi.org/10.1177/13623613231168444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Barriers to healthcare for Australian autistic adults [Texte imprimé et/ou numérique] / Georgia BRUCE, Auteur ; Janelle WEISE, Auteur ; Caroline J. MILLS, Auteur ; Julian N. TROLLOR, Auteur ; Kristy COXON, Auteur . - p.301?315. in Autism > 28-2 (February 2024) . - p.301?315 Mots-clés : access  adult  autism  autistic  healthcare Index. décimale : PER Périodiques Résumé : Barriers to healthcare experienced by Australian autistic adults have not been previously explored. We conducted a cross-sectional investigation of barriers to healthcare and associated factors from a subtle realism perspective. Perceived barriers to healthcare were obtained from the Barriers to Healthcare Checklist Short-Form (BHC). A total of 263 autistic and 70 non-autistic individuals completed the BHC. On average, autistic adults reported more barriers to healthcare (4.58) than non-autistic adults (0.76). Gender diversity, higher levels of generalised anxiety, greater global disability and less satisfaction with social support contributed to the experience of barriers to healthcare in autistic participants in regression modelling. Australian autistic adults face substantial barriers to healthcare. Understanding these barriers provides an opportunity to develop approaches to improve access; such as co-designing a healthcare access roadmap for autistic adults, with co-designed policies and practices which advocate for the needs of autistic adults. Lay abstract This study looked at how Australian autistic and non-autistic adults experience barriers to healthcare. We asked autistic and non-autistic adults to complete the Barriers to Healthcare Checklist Short-Form (BHC). We analysed data from 263 autistic adults and 70 non-autistic adults. We found that autistic adults experienced more barriers to healthcare than non-autistic adults. Gender diversity, feeling more anxious, having greater disability and feeling unsatisfied with social support contributed to barriers to healthcare in autistic participants. We recommend interventions such as developing and implementing a national action plan, similar to the National Roadmap for Improving the Health of People with Intellectual Disability (2021) to reduce barriers and address unmet healthcare needs of Australian autistic adults. We also recommend working with autistic adults to develop new policies and strategies, implementing environmental adaptations to health care facilities, and increasing Autism education opportunities for health professionals to address gaps in knowledge. En ligne : https://dx.doi.org/10.1177/13623613231168444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Community perspectives on the appropriateness and importance of support goals for young autistic children / Hannah MINNELL ; Lee PATRICK ; Larah VAN DER MEER ; Ruth MONK ; Lisa WOODS ; Andrew JO WHITEHOUSE in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.316?326 Titre : Community perspectives on the appropriateness and importance of support goals for young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Hannah MINNELL, Auteur ; Lee PATRICK, Auteur ; Larah VAN DER MEER, Auteur ; Ruth MONK, Auteur ; Lisa WOODS, Auteur ; Andrew JO WHITEHOUSE, Auteur Article en page(s) : p.316?326 Mots-clés : autism  early support  goals  neurodiversity Index. décimale : PER Périodiques Résumé : There is little research regarding autistic adult, parent and professional perspectives on support goals for young autistic children. A total of 87 autistic adults, 159 parents of autistic children, and 80 clinical professionals living in New Zealand and Australia completed a survey about the appropriateness and importance of common support goals for young autistic children. Goals related to the adult supporting the child, the reduction and replacement of harmful behaviours, and improving child quality of life were the highest priority across participant groups, while goals related to child autism characteristics, play and academic skills were the lowest priority. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals and were more likely to rate these goal domains as inappropriate. More research is needed to understand the underlying reasons for these similarities and differences. Lay abstract Researchers do not know much about what autistic adults, parents and professionals think about support goals for young autistic children. People?s views of support goals might also be influenced by their beliefs about early support more generally. This survey involved 87 autistic adults, 159 parents of autistic children and 80 clinical professionals living in New Zealand and Australia. We asked participants questions about themselves and what they thought about early support for young autistic children in general. We then asked participants to rate whether different support goals were appropriate for young autistic children and, if they were appropriate, to rate their level of priority. We found that autistic adults, parents and professionals all rated goals about the adult changing to better support the child, reducing and replacing harmful behaviours and improving the child?s quality of life as the highest priorities. They all rated goals about autism characteristics, play skills and academic skills as the lowest priorities. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals. Autistic adults were also more likely to rate goals related to play skills and autism characteristics as inappropriate. While these three participant groups generally agreed on the order of priority of early support goals for young autistic children, autistic adults found goals related to autism characteristics, play and/or participation to be an even lower priority and less appropriate than parents and professionals. En ligne : https://dx.doi.org/10.1177/13623613231168920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Community perspectives on the appropriateness and importance of support goals for young autistic children [Texte imprimé et/ou numérique] / Hannah MINNELL, Auteur ; Lee PATRICK, Auteur ; Larah VAN DER MEER, Auteur ; Ruth MONK, Auteur ; Lisa WOODS, Auteur ; Andrew JO WHITEHOUSE, Auteur . - p.316?326. in Autism > 28-2 (February 2024) . - p.316?326 Mots-clés : autism  early support  goals  neurodiversity Index. décimale : PER Périodiques Résumé : There is little research regarding autistic adult, parent and professional perspectives on support goals for young autistic children. A total of 87 autistic adults, 159 parents of autistic children, and 80 clinical professionals living in New Zealand and Australia completed a survey about the appropriateness and importance of common support goals for young autistic children. Goals related to the adult supporting the child, the reduction and replacement of harmful behaviours, and improving child quality of life were the highest priority across participant groups, while goals related to child autism characteristics, play and academic skills were the lowest priority. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals and were more likely to rate these goal domains as inappropriate. More research is needed to understand the underlying reasons for these similarities and differences. Lay abstract Researchers do not know much about what autistic adults, parents and professionals think about support goals for young autistic children. People?s views of support goals might also be influenced by their beliefs about early support more generally. This survey involved 87 autistic adults, 159 parents of autistic children and 80 clinical professionals living in New Zealand and Australia. We asked participants questions about themselves and what they thought about early support for young autistic children in general. We then asked participants to rate whether different support goals were appropriate for young autistic children and, if they were appropriate, to rate their level of priority. We found that autistic adults, parents and professionals all rated goals about the adult changing to better support the child, reducing and replacing harmful behaviours and improving the child?s quality of life as the highest priorities. They all rated goals about autism characteristics, play skills and academic skills as the lowest priorities. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals. Autistic adults were also more likely to rate goals related to play skills and autism characteristics as inappropriate. While these three participant groups generally agreed on the order of priority of early support goals for young autistic children, autistic adults found goals related to autism characteristics, play and/or participation to be an even lower priority and less appropriate than parents and professionals. En ligne : https://dx.doi.org/10.1177/13623613231168920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder / Venus HL LIU ; Paul H. LEE ; David I. ANDERSON ; Kimberley Dawn LAKES in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.327?341 Titre : The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Venus HL LIU, Auteur ; Paul H. LEE, Auteur ; David I. ANDERSON, Auteur ; Kimberley Dawn LAKES, Auteur Article en page(s) : p.327?341 Mots-clés : autism  children  cognitive function  executive function  physical exercise  self-regulation Index. décimale : PER Périodiques Résumé : Physical exercise is widely reported beneficial to executive functions in children with autism spectrum disorder. However, its impact on self-regulation in the population remains unknown. This study is to test whether two types of physical exercise (cognitively engaging vs non-cognitively engaging) benefited self-regulation and whether the social, emotional, and physical needs of an individual mediated the exercise?executive function and exercise?self-regulation relationships. Sixty-four children diagnosed with autism spectrum disorder were randomly assigned into 1 of 3 groups: learning to ride a bicycle (n?=?23), stationary cycling (n?=?19), or an active control with walking (n?=?22). Two executive functions (flexibility and inhibition), self-regulation and the mediating roles of perceived social support, enjoyment, stress, physical self-efficacy, and perceived physical fitness were assessed. Participants in the learning to ride a bicycle group significantly improved their executive functions (p values? En ligne : https://dx.doi.org/10.1177/13623613231168944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Venus HL LIU, Auteur ; Paul H. LEE, Auteur ; David I. ANDERSON, Auteur ; Kimberley Dawn LAKES, Auteur . - p.327?341. in Autism > 28-2 (February 2024) . - p.327?341 Mots-clés : autism  children  cognitive function  executive function  physical exercise  self-regulation Index. décimale : PER Périodiques Résumé : Physical exercise is widely reported beneficial to executive functions in children with autism spectrum disorder. However, its impact on self-regulation in the population remains unknown. This study is to test whether two types of physical exercise (cognitively engaging vs non-cognitively engaging) benefited self-regulation and whether the social, emotional, and physical needs of an individual mediated the exercise?executive function and exercise?self-regulation relationships. Sixty-four children diagnosed with autism spectrum disorder were randomly assigned into 1 of 3 groups: learning to ride a bicycle (n?=?23), stationary cycling (n?=?19), or an active control with walking (n?=?22). Two executive functions (flexibility and inhibition), self-regulation and the mediating roles of perceived social support, enjoyment, stress, physical self-efficacy, and perceived physical fitness were assessed. Participants in the learning to ride a bicycle group significantly improved their executive functions (p values? En ligne : https://dx.doi.org/10.1177/13623613231168944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

A scoping review of autism research conducted in Central Asia: Knowledge gaps and research priorities / Gulnoza YAKUBOVA in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.342?354 Titre : A scoping review of autism research conducted in Central Asia: Knowledge gaps and research priorities Type de document : Texte imprimé et/ou numérique Auteurs : Gulnoza YAKUBOVA, Auteur Article en page(s) : p.342?354 Mots-clés : autism research  Central Asia  knowledge gaps Index. décimale : PER Périodiques Résumé : Very little is known about the status of autism research in Central Asia. The purpose of this scoping review was to examine the scope and focus of the peer-reviewed research studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The electronic databases of EBSCO Host and Web of Science were used for systematic search of literature. Eleven articles that met eligibility criteria were included in the review and analyzed for topics and research areas outlined in the Interagency Autism Coordinating Committee Strategic Plan. Ten of these studies were conducted in Kazakhstan and one in Uzbekistan using qualitative, quantitative, and mixed-methods research designs. Five of the seven research areas?Diagnosis, Biology, Risk Factors, Services, and Treatment and Interventions?were represented in these studies, while there were no studies identified in the areas of Lifespan Issues or Infrastructure and Surveillance, highlighting a gap in research. None of the studies reported co-authorship of scientists from Central Asian countries. The review identified knowledge gaps and research needs to guide future research in autism in Central Asia to address the needs of autistic individuals and their families living in this region. Lay abstract Very little is known about the status of autism research in Central Asia. Through the library databases, we identified and reviewed 11 scientific studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Of the 11 studies, 10 were conducted in Kazakhstan and 1 in Uzbekistan. Within these limited number of research studies, different topics such as diagnosis, risk factors of autism, biology, and various service and intervention areas were addressed. We identified several knowledge gaps and research priorities to address the needs of autistic people, their families, and professionals in Central Asia. En ligne : https://dx.doi.org/10.1177/13623613231170553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] A scoping review of autism research conducted in Central Asia: Knowledge gaps and research priorities [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur . - p.342?354. in Autism > 28-2 (February 2024) . - p.342?354 Mots-clés : autism research  Central Asia  knowledge gaps Index. décimale : PER Périodiques Résumé : Very little is known about the status of autism research in Central Asia. The purpose of this scoping review was to examine the scope and focus of the peer-reviewed research studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The electronic databases of EBSCO Host and Web of Science were used for systematic search of literature. Eleven articles that met eligibility criteria were included in the review and analyzed for topics and research areas outlined in the Interagency Autism Coordinating Committee Strategic Plan. Ten of these studies were conducted in Kazakhstan and one in Uzbekistan using qualitative, quantitative, and mixed-methods research designs. Five of the seven research areas?Diagnosis, Biology, Risk Factors, Services, and Treatment and Interventions?were represented in these studies, while there were no studies identified in the areas of Lifespan Issues or Infrastructure and Surveillance, highlighting a gap in research. None of the studies reported co-authorship of scientists from Central Asian countries. The review identified knowledge gaps and research needs to guide future research in autism in Central Asia to address the needs of autistic individuals and their families living in this region. Lay abstract Very little is known about the status of autism research in Central Asia. Through the library databases, we identified and reviewed 11 scientific studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Of the 11 studies, 10 were conducted in Kazakhstan and 1 in Uzbekistan. Within these limited number of research studies, different topics such as diagnosis, risk factors of autism, biology, and various service and intervention areas were addressed. We identified several knowledge gaps and research priorities to address the needs of autistic people, their families, and professionals in Central Asia. En ligne : https://dx.doi.org/10.1177/13623613231170553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis / Chien-Yu HUANG ; I.-Ning FU ; Kuan-Lin CHEN in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.355?366 Titre : Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu HUANG, Auteur ; I.-Ning FU, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.355?366 Mots-clés : autism spectrum disorder  Rasch analysis  rehabilitation  theory of mind Index. décimale : PER Périodiques Résumé : Multidimensional theory of mind assessments should include items assessing both explicit theory of mind (theory of mind knowledge) and applied theory of mind (application of theory of mind knowledge in real-life contexts). However, the two theory of mind scores cannot be interpreted collectively to identify children having mismatched explicit and applied theory of mind due to the lack of links between the two scores. To map the information between two theory of mind scores, data of 221 autistic children aged 3?12?years were extracted. Items of the Theory of Mind Task Battery and Theory of Mind Inventory-2 were used to respectively assess the explicit and applied theory of mind. Rasch analysis and correlation coefficients were used to examine the model fits/dimensionality and relationships. After the removal of misfit items, the remaining 45 items showed satisfactory model fits (infit and outfit mean squares? En ligne : https://dx.doi.org/10.1177/13623613231170698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis [Texte imprimé et/ou numérique] / Chien-Yu HUANG, Auteur ; I.-Ning FU, Auteur ; Kuan-Lin CHEN, Auteur . - p.355?366. in Autism > 28-2 (February 2024) . - p.355?366 Mots-clés : autism spectrum disorder  Rasch analysis  rehabilitation  theory of mind Index. décimale : PER Périodiques Résumé : Multidimensional theory of mind assessments should include items assessing both explicit theory of mind (theory of mind knowledge) and applied theory of mind (application of theory of mind knowledge in real-life contexts). However, the two theory of mind scores cannot be interpreted collectively to identify children having mismatched explicit and applied theory of mind due to the lack of links between the two scores. To map the information between two theory of mind scores, data of 221 autistic children aged 3?12?years were extracted. Items of the Theory of Mind Task Battery and Theory of Mind Inventory-2 were used to respectively assess the explicit and applied theory of mind. Rasch analysis and correlation coefficients were used to examine the model fits/dimensionality and relationships. After the removal of misfit items, the remaining 45 items showed satisfactory model fits (infit and outfit mean squares? En ligne : https://dx.doi.org/10.1177/13623613231170698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Parent, child, and family outcomes following Acceptance And Commitment Therapy for parents of autistic children: A randomized controlled trial / Yona LUNSKY ; Johanna LAKE ; Jennifer S. MILLS ; Kenneth FUNG ; Lee STEEL ; Jonathan A. WEISS in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.367?380 Titre : Parent, child, and family outcomes following Acceptance And Commitment Therapy for parents of autistic children: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Yona LUNSKY, Auteur ; Johanna LAKE, Auteur ; Jennifer S. MILLS, Auteur ; Kenneth FUNG, Auteur ; Lee STEEL, Auteur ; Jonathan A. WEISS, Auteur Article en page(s) : p.367?380 Mots-clés : acceptance and commitment therapy  autism  caregivers  interventions?psychosocial/behavioral  mental health Index. décimale : PER Périodiques Résumé : Emerging research shows that Acceptance and Commitment Therapy (ACT) may improve mental health for caregivers. Parents of autistic children, adolescents, and adults (N?=?54) were randomly assigned to either complete a brief group-based ACT intervention or remain on the waitlist. Participants completed surveys immediately prior to randomization, and 3-, 7-, and 17-weeks post-randomization. The primary outcome was depression symptoms and secondary outcomes included stress, goal attainment, positive affect, ACT psychological processes, child mental health, and family functioning. Mixed effects linear models testing Group * Time interaction indicated the Treatment group (n?=?27) demonstrated greater post-intervention improvements than the Waitlist group (n?=?27) in parent depression (p?=?.03, d?= ?0.64) and family distress (p?=?.04, d?= ?0.57). Treatment group parents also reported greater short-term gains in positive affect (p?= En ligne : https://dx.doi.org/10.1177/13623613231172241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Parent, child, and family outcomes following Acceptance And Commitment Therapy for parents of autistic children: A randomized controlled trial [Texte imprimé et/ou numérique] / Yona LUNSKY, Auteur ; Johanna LAKE, Auteur ; Jennifer S. MILLS, Auteur ; Kenneth FUNG, Auteur ; Lee STEEL, Auteur ; Jonathan A. WEISS, Auteur . - p.367?380. in Autism > 28-2 (February 2024) . - p.367?380 Mots-clés : acceptance and commitment therapy  autism  caregivers  interventions?psychosocial/behavioral  mental health Index. décimale : PER Périodiques Résumé : Emerging research shows that Acceptance and Commitment Therapy (ACT) may improve mental health for caregivers. Parents of autistic children, adolescents, and adults (N?=?54) were randomly assigned to either complete a brief group-based ACT intervention or remain on the waitlist. Participants completed surveys immediately prior to randomization, and 3-, 7-, and 17-weeks post-randomization. The primary outcome was depression symptoms and secondary outcomes included stress, goal attainment, positive affect, ACT psychological processes, child mental health, and family functioning. Mixed effects linear models testing Group * Time interaction indicated the Treatment group (n?=?27) demonstrated greater post-intervention improvements than the Waitlist group (n?=?27) in parent depression (p?=?.03, d?= ?0.64) and family distress (p?=?.04, d?= ?0.57). Treatment group parents also reported greater short-term gains in positive affect (p?= En ligne : https://dx.doi.org/10.1177/13623613231172241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Voices from a pandemic: Understanding how young adults on the autism spectrum use computer-mediated communication / Roma SUBRAMANIAN in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.381?389 Titre : Voices from a pandemic: Understanding how young adults on the autism spectrum use computer-mediated communication Type de document : Texte imprimé et/ou numérique Auteurs : Roma SUBRAMANIAN, Auteur Article en page(s) : p.381?389 Mots-clés : adults  autism spectrum disorders  communication and language  quality of life  qualitative research  technology Index. décimale : PER Périodiques Résumé : This study investigated the benefits and challenges of computer-mediated communication use among a sample of young adults who identify with the autism spectrum via semistructured interviews. The interviews revealed that participants enjoyed using computer-mediated communication technologies (e.g. Discord, Facebook, Steam, and Zoom) to fulfill various social gratifications, as found in previous research. They appreciated that computer-mediated communication supports neurodiversity in social communication by altering the communication environment in various ways, such as the inclusion of asynchronous options and decreased sensory input. However, it is noteworthy that several mentioned that computer-mediated communication could not replace in-person interaction because it makes deep social connection difficult. Participants also discussed negative attributes of computer-mediated communication such as promoting social comparison and instant gratification. The findings are inherently valuable to learning more about young adults? use of technology for social communication. In addition, they provide insight into how to integrate technology into the design of interventions to support the development of social connections among individuals who identify with autism. Lay abstract This study investigated the benefits and challenges of online communication use among a sample of young adults who identify on the autism spectrum via semi-structured interviews. The interviews revealed that participants enjoyed using online forms of communication for social purposes. Participants appreciated how this type of communication changes the social environment in ways that support neurodiversity, such as the static nature of the communication context and decreased sensory input. However, some participants noted that online communication could not replace inperson interaction because it makes deep social connection difficult. Participants also discussed negative attributes of online communication such as promoting social comparison and instant gratification. The findings are inherently valuable to learning more about young adults? use of technology for social communication. In addition, this information may provide insight into how to integrate technology into the design of interventions to support the development of social connections among individuals who identify on the autism spectrum. En ligne : https://dx.doi.org/10.1177/13623613231170963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Voices from a pandemic: Understanding how young adults on the autism spectrum use computer-mediated communication [Texte imprimé et/ou numérique] / Roma SUBRAMANIAN, Auteur . - p.381?389. in Autism > 28-2 (February 2024) . - p.381?389 Mots-clés : adults  autism spectrum disorders  communication and language  quality of life  qualitative research  technology Index. décimale : PER Périodiques Résumé : This study investigated the benefits and challenges of computer-mediated communication use among a sample of young adults who identify with the autism spectrum via semistructured interviews. The interviews revealed that participants enjoyed using computer-mediated communication technologies (e.g. Discord, Facebook, Steam, and Zoom) to fulfill various social gratifications, as found in previous research. They appreciated that computer-mediated communication supports neurodiversity in social communication by altering the communication environment in various ways, such as the inclusion of asynchronous options and decreased sensory input. However, it is noteworthy that several mentioned that computer-mediated communication could not replace in-person interaction because it makes deep social connection difficult. Participants also discussed negative attributes of computer-mediated communication such as promoting social comparison and instant gratification. The findings are inherently valuable to learning more about young adults? use of technology for social communication. In addition, they provide insight into how to integrate technology into the design of interventions to support the development of social connections among individuals who identify with autism. Lay abstract This study investigated the benefits and challenges of online communication use among a sample of young adults who identify on the autism spectrum via semi-structured interviews. The interviews revealed that participants enjoyed using online forms of communication for social purposes. Participants appreciated how this type of communication changes the social environment in ways that support neurodiversity, such as the static nature of the communication context and decreased sensory input. However, some participants noted that online communication could not replace inperson interaction because it makes deep social connection difficult. Participants also discussed negative attributes of online communication such as promoting social comparison and instant gratification. The findings are inherently valuable to learning more about young adults? use of technology for social communication. In addition, this information may provide insight into how to integrate technology into the design of interventions to support the development of social connections among individuals who identify on the autism spectrum. En ligne : https://dx.doi.org/10.1177/13623613231170963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers / Christine T. MOODY ; Elizabeth A. LAUGESON in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.390?402 Titre : Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.390?402 Mots-clés : autism spectrum disorders  family functioning and support  interventions?psychosocial/behavioral  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent involvement in social skills training programs for autistic children has been associated with improvement in child and family functioning. However, limited research has explored parents? treatment experiences, which may elucidate key therapeutic elements mediating long-term maintenance of outcomes. This study examines parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, a group-based social skills intervention for young autistic children with social challenges. Twenty-four parents reported on outcomes and participated in semi-structured interviews 1?5?years after program completion. Inductive thematic analysis was used to categorize parent responses across four domains: Parenting behaviors, Child Outcomes, Parent Perspectives, and Challenges within Treatment. Results demonstrated an overall positive impact of PEERS® for Preschoolers, with children displaying increased social competence in peer interactions and parents emphasizing greater positivity, new parenting strategies, increased understanding, and more robust community support. Mixed methods analyses revealed that parents who endorsed continued use of social coaching skills, in particular priming and preparing their child for social interactions, showed greater improvements in long-term child functioning and parenting stress. Findings validate the efficacy of PEERS® for Preschoolers, while emphasizing the value of providing strengths-based coaching and social supports to parents participating in social skills treatment for children on the autism spectrum. Lay abstract Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child?s progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1?5?years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent. En ligne : https://dx.doi.org/10.1177/13623613231172314 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers [Texte imprimé et/ou numérique] / Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.390?402. in Autism > 28-2 (February 2024) . - p.390?402 Mots-clés : autism spectrum disorders  family functioning and support  interventions?psychosocial/behavioral  pre-school children  qualitative research  social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent involvement in social skills training programs for autistic children has been associated with improvement in child and family functioning. However, limited research has explored parents? treatment experiences, which may elucidate key therapeutic elements mediating long-term maintenance of outcomes. This study examines parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, a group-based social skills intervention for young autistic children with social challenges. Twenty-four parents reported on outcomes and participated in semi-structured interviews 1?5?years after program completion. Inductive thematic analysis was used to categorize parent responses across four domains: Parenting behaviors, Child Outcomes, Parent Perspectives, and Challenges within Treatment. Results demonstrated an overall positive impact of PEERS® for Preschoolers, with children displaying increased social competence in peer interactions and parents emphasizing greater positivity, new parenting strategies, increased understanding, and more robust community support. Mixed methods analyses revealed that parents who endorsed continued use of social coaching skills, in particular priming and preparing their child for social interactions, showed greater improvements in long-term child functioning and parenting stress. Findings validate the efficacy of PEERS® for Preschoolers, while emphasizing the value of providing strengths-based coaching and social supports to parents participating in social skills treatment for children on the autism spectrum. Lay abstract Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child?s progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1?5?years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent. En ligne : https://dx.doi.org/10.1177/13623613231172314 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Mindfulness-based stress reduction for autistic adults: A feasibility study in an outpatient context / Anne-Kristina LUOTO ; Anna BACKMAN ; Carina ERIKSDOTTER ; Nitya JAYARAM-LINDSTRÖM ; Sven BÖLTE ; Tatja HIRVIKOSKI in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.403?414 Titre : Mindfulness-based stress reduction for autistic adults: A feasibility study in an outpatient context Type de document : Texte imprimé et/ou numérique Auteurs : Anne-Kristina LUOTO, Auteur ; Anna BACKMAN, Auteur ; Carina ERIKSDOTTER, Auteur ; Nitya JAYARAM-LINDSTRÖM, Auteur ; Sven BÖLTE, Auteur ; Tatja HIRVIKOSKI, Auteur Article en page(s) : p.403?414 Mots-clés : adults  autism  intervention  mindfulness  stress Index. décimale : PER Périodiques Résumé : Autistic adults report high stress and impaired ability to cope with stressors. Mindfulness-based stress reduction targets individual?s own resources to regulate stress responses. An open feasibility study was conducted in an outpatient context, recruiting autistic adults without intellectual disability. The intervention, guided by trained mindfulness-based stress reduction teachers, followed the contents of the standard manual while adapting the delivery to autistic adults? needs. The total sample comprised of N?=?50 participants; N?=?43 (86%) attended at least one session, and N?=?34 of these (79%) completed the intervention. Participants found mindfulness-based stress reduction logical, likely to lead to improvement and recommendable to autistic peers. No serious adverse events were reported. Measures of preliminary effectiveness indicated reduced symptoms of stress (p? En ligne : https://dx.doi.org/10.1177/13623613231172809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Mindfulness-based stress reduction for autistic adults: A feasibility study in an outpatient context [Texte imprimé et/ou numérique] / Anne-Kristina LUOTO, Auteur ; Anna BACKMAN, Auteur ; Carina ERIKSDOTTER, Auteur ; Nitya JAYARAM-LINDSTRÖM, Auteur ; Sven BÖLTE, Auteur ; Tatja HIRVIKOSKI, Auteur . - p.403?414. in Autism > 28-2 (February 2024) . - p.403?414 Mots-clés : adults  autism  intervention  mindfulness  stress Index. décimale : PER Périodiques Résumé : Autistic adults report high stress and impaired ability to cope with stressors. Mindfulness-based stress reduction targets individual?s own resources to regulate stress responses. An open feasibility study was conducted in an outpatient context, recruiting autistic adults without intellectual disability. The intervention, guided by trained mindfulness-based stress reduction teachers, followed the contents of the standard manual while adapting the delivery to autistic adults? needs. The total sample comprised of N?=?50 participants; N?=?43 (86%) attended at least one session, and N?=?34 of these (79%) completed the intervention. Participants found mindfulness-based stress reduction logical, likely to lead to improvement and recommendable to autistic peers. No serious adverse events were reported. Measures of preliminary effectiveness indicated reduced symptoms of stress (p? En ligne : https://dx.doi.org/10.1177/13623613231172809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Motor deficits in autism differ from that of developmental coordination disorder / Livio FINOS ; Salam BAHMAD ; Eric KOUN ; Romeo SALEMME ; Sandrine SONIE ; Pierre FOURNERET ; Christina SCHMITZ ; Alice Catherine ROY in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.415?432 Titre : Motor deficits in autism differ from that of developmental coordination disorder Type de document : Texte imprimé et/ou numérique Auteurs : Livio FINOS, Auteur ; Salam BAHMAD, Auteur ; Eric KOUN, Auteur ; Romeo SALEMME, Auteur ; Sandrine SONIE, Auteur ; Pierre FOURNERET, Auteur ; Christina SCHMITZ, Auteur ; Alice Catherine ROY, Auteur Article en page(s) : p.415?432 Mots-clés : action representation  autism spectrum disorder  developmental coordination disorder  feedback control  feedforward control  internal models  kinematics Index. décimale : PER Périodiques Résumé : Autism spectrum disorders and developmental coordination disorders are both associated with sensorimotor impairments, yet their nature and specificity remain unknown. In order to clearly distinguish the specificity between the two disorders, children with autism spectrum disorder or developmental coordination disorder presenting the same degree of motor impairment, thus homogeneous profiles, were examined in a reach-to-displace paradigm, which allows the integrity of two main aspects of motor control (anticipation/feedforward control and movement correction/feedback control) to be separately interrogated. We manipulated children?s previous knowledge of the weight of the object they were to displace: when known, participants could anticipate the consequences of the weight when reaching for the object, prior to contact with it, thus allowing for feedforward control. Conversely, when unknown prior to contact, participants had to cope with the object weight in the displacing phase of the movement, and use feedback control. Results revealed a preserved feedforward control, but an impaired movement execution (atypical slowness) in children with developmental coordination disorder, while children with autism spectrum disorder displayed the opposite pattern with an impaired feedforward control, but a preserved feedback one. These findings shed light on how specific motor impairments might differently characterize developmental disorders and call for motor rehabilitation programmes adapted to each population. Lay abstract A vast majority of individuals with autism spectrum disorder experience impairments in motor skills. Those are often labelled as additional developmental coordination disorder despite the lack of studies comparing both disorders. Consequently, motor skills rehabilitation programmes in autism are often not specific but rather consist in standard programmes for developmental coordination disorder. Here, we compared motor performance in three groups of children: a control group, an autism spectrum disorder group and a developmental coordination disorder group. Despite similar level of motor skills evaluated by the standard movement assessment battery for children, in a Reach-to-Displace Task, children with autism spectrum disorder and developmental coordination disorder showed specific motor control deficits. Children with autism spectrum disorder failed to anticipate the object properties, but could correct their movement as well as typically developing children. In contrast, children with developmental coordination disorder were atypically slow, but showed a spared anticipation. Our study has important clinical implications as motor skills rehabilitations are crucial to both populations. Specifically, our findings suggest that individuals with autism spectrum disorder would benefit from therapies aiming at improving their anticipation, maybe through the support of their preserved representations and use of sensory information. Conversely, individuals with developmental coordination disorder would benefit from a focus on the use of sensory information in a timely fashion. En ligne : https://dx.doi.org/10.1177/13623613231171980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Motor deficits in autism differ from that of developmental coordination disorder [Texte imprimé et/ou numérique] / Livio FINOS, Auteur ; Salam BAHMAD, Auteur ; Eric KOUN, Auteur ; Romeo SALEMME, Auteur ; Sandrine SONIE, Auteur ; Pierre FOURNERET, Auteur ; Christina SCHMITZ, Auteur ; Alice Catherine ROY, Auteur . - p.415?432. in Autism > 28-2 (February 2024) . - p.415?432 Mots-clés : action representation  autism spectrum disorder  developmental coordination disorder  feedback control  feedforward control  internal models  kinematics Index. décimale : PER Périodiques Résumé : Autism spectrum disorders and developmental coordination disorders are both associated with sensorimotor impairments, yet their nature and specificity remain unknown. In order to clearly distinguish the specificity between the two disorders, children with autism spectrum disorder or developmental coordination disorder presenting the same degree of motor impairment, thus homogeneous profiles, were examined in a reach-to-displace paradigm, which allows the integrity of two main aspects of motor control (anticipation/feedforward control and movement correction/feedback control) to be separately interrogated. We manipulated children?s previous knowledge of the weight of the object they were to displace: when known, participants could anticipate the consequences of the weight when reaching for the object, prior to contact with it, thus allowing for feedforward control. Conversely, when unknown prior to contact, participants had to cope with the object weight in the displacing phase of the movement, and use feedback control. Results revealed a preserved feedforward control, but an impaired movement execution (atypical slowness) in children with developmental coordination disorder, while children with autism spectrum disorder displayed the opposite pattern with an impaired feedforward control, but a preserved feedback one. These findings shed light on how specific motor impairments might differently characterize developmental disorders and call for motor rehabilitation programmes adapted to each population. Lay abstract A vast majority of individuals with autism spectrum disorder experience impairments in motor skills. Those are often labelled as additional developmental coordination disorder despite the lack of studies comparing both disorders. Consequently, motor skills rehabilitation programmes in autism are often not specific but rather consist in standard programmes for developmental coordination disorder. Here, we compared motor performance in three groups of children: a control group, an autism spectrum disorder group and a developmental coordination disorder group. Despite similar level of motor skills evaluated by the standard movement assessment battery for children, in a Reach-to-Displace Task, children with autism spectrum disorder and developmental coordination disorder showed specific motor control deficits. Children with autism spectrum disorder failed to anticipate the object properties, but could correct their movement as well as typically developing children. In contrast, children with developmental coordination disorder were atypically slow, but showed a spared anticipation. Our study has important clinical implications as motor skills rehabilitations are crucial to both populations. Specifically, our findings suggest that individuals with autism spectrum disorder would benefit from therapies aiming at improving their anticipation, maybe through the support of their preserved representations and use of sensory information. Conversely, individuals with developmental coordination disorder would benefit from a focus on the use of sensory information in a timely fashion. En ligne : https://dx.doi.org/10.1177/13623613231171980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Re-examining the association between the age of learning one is autistic and adult outcomes / Punit SHAH ; David MASON ; Lucy A. LIVINGSTON in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.433?448 Titre : Re-examining the association between the age of learning one is autistic and adult outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Punit SHAH, Auteur ; David MASON, Auteur ; Lucy A. LIVINGSTON, Auteur Article en page(s) : p.433?448 Mots-clés : adults  diagnosis  disclosure  outcomes  quality of life  well-being Index. décimale : PER Périodiques Résumé : It was recently reported that learning one is autistic earlier in life is associated with greater quality of life and well-being in university students. In a pre-registered extension of this work, we addressed several limitations of this study by (a) recruiting a larger sample of more diverse ages and education levels, (b) distinguishing between learning about and receiving an autism diagnosis, (c) accounting for additional confounding variables, and (d) studying different quality of life dimensions. Autistic adults (N?=?300) reported when they first learned they were autistic, as well as when they actually received an autism diagnosis, and provided detailed socio-demographic information. Participants also completed measures of their autistic traits, as well as well-being and quality of life across multiple domains. In contrast to recent research, we found the age participants first learned they were autistic did not significantly and uniquely predict their quality of life and well-being. Rather, having more autistic traits was the strongest predictor of poorer quality of life and well-being, while other socio-demographic factors were also relevant. We discuss the implications of these findings for understanding and improving outcomes in autistic adults and call for higher quality open science on this important topic. Lay abstract An interesting recent study found that people who learned they were autistic at a younger age felt more positive about their lives (i.e., had better quality of life) than those who learned at an older age. However, this study has some limitations: (a) the study only involved a fairly small group of university students, (b) whether ?learning one is autistic? referred to learning about one?s diagnosis or receiving one?s diagnosis was unclear, (c) the influence of other factors on the link between age of learning one is autistic and quality of life was not considered, and (d) the assessment of different areas of quality of life was limited. Addressing these limitations, we re-examined whether the age at which one learns they are autistic relates to quality of life in adulthood. Contrary to the previous study, we found the age at which one learns about their autism does not have a significantly independent impact on their quality of life as an adult. Rather, other factors (e.g., autistic traits, sex, and additional mental health conditions) may have a greater impact. Given our participant sample was larger and more diverse in age and education level compared to previous research, this finding is likely to be more applicable to autistic adults from different backgrounds. Importantly, however, we are not suggesting that individuals should be made aware of their diagnosis later than sooner. Getting a timely diagnosis remains crucial for autistic people and their families to access appropriate support. En ligne : https://dx.doi.org/10.1177/13623613231173056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Re-examining the association between the age of learning one is autistic and adult outcomes [Texte imprimé et/ou numérique] / Punit SHAH, Auteur ; David MASON, Auteur ; Lucy A. LIVINGSTON, Auteur . - p.433?448. in Autism > 28-2 (February 2024) . - p.433?448 Mots-clés : adults  diagnosis  disclosure  outcomes  quality of life  well-being Index. décimale : PER Périodiques Résumé : It was recently reported that learning one is autistic earlier in life is associated with greater quality of life and well-being in university students. In a pre-registered extension of this work, we addressed several limitations of this study by (a) recruiting a larger sample of more diverse ages and education levels, (b) distinguishing between learning about and receiving an autism diagnosis, (c) accounting for additional confounding variables, and (d) studying different quality of life dimensions. Autistic adults (N?=?300) reported when they first learned they were autistic, as well as when they actually received an autism diagnosis, and provided detailed socio-demographic information. Participants also completed measures of their autistic traits, as well as well-being and quality of life across multiple domains. In contrast to recent research, we found the age participants first learned they were autistic did not significantly and uniquely predict their quality of life and well-being. Rather, having more autistic traits was the strongest predictor of poorer quality of life and well-being, while other socio-demographic factors were also relevant. We discuss the implications of these findings for understanding and improving outcomes in autistic adults and call for higher quality open science on this important topic. Lay abstract An interesting recent study found that people who learned they were autistic at a younger age felt more positive about their lives (i.e., had better quality of life) than those who learned at an older age. However, this study has some limitations: (a) the study only involved a fairly small group of university students, (b) whether ?learning one is autistic? referred to learning about one?s diagnosis or receiving one?s diagnosis was unclear, (c) the influence of other factors on the link between age of learning one is autistic and quality of life was not considered, and (d) the assessment of different areas of quality of life was limited. Addressing these limitations, we re-examined whether the age at which one learns they are autistic relates to quality of life in adulthood. Contrary to the previous study, we found the age at which one learns about their autism does not have a significantly independent impact on their quality of life as an adult. Rather, other factors (e.g., autistic traits, sex, and additional mental health conditions) may have a greater impact. Given our participant sample was larger and more diverse in age and education level compared to previous research, this finding is likely to be more applicable to autistic adults from different backgrounds. Importantly, however, we are not suggesting that individuals should be made aware of their diagnosis later than sooner. Getting a timely diagnosis remains crucial for autistic people and their families to access appropriate support. En ligne : https://dx.doi.org/10.1177/13623613231173056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

How do primary care providers and autistic adults want to improve their primary care? A Delphi-study / Wietske A. ESTER ; Hilde M. GEURTS ; Robert RJM VERMEIREN ; Laura A. NOOTEBOOM in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.449?460 Titre : How do primary care providers and autistic adults want to improve their primary care? A Delphi-study Type de document : Texte imprimé et/ou numérique Auteurs : Wietske A. ESTER, Auteur ; Hilde M. GEURTS, Auteur ; Robert RJM VERMEIREN, Auteur ; Laura A. NOOTEBOOM, Auteur Article en page(s) : p.449?460 Mots-clés : autism  barriers  general practice  healthcare access  primary care  recommendations Index. décimale : PER Périodiques Résumé : Autistic adults often experience health problems and a range of healthcare barriers. Therefore, the aim of this study was to evaluate barriers and explore how primary care providers and autistic adults want to improve their primary healthcare. Semi-structured interviews with three autistic adults, two parents of autistic children and six care providers, were performed to evaluate barriers in Dutch healthcare. Next, in a three-round Delphi-study, 21 autistic adults and 20 primary care providers rated barriers in primary healthcare and assessed recommendations based on usefulness and feasibility. In the thematically analysed interviews, 20 barriers in Dutch healthcare for autistic people were identified. In the Delphi-study, the primary care providers rated the negative impact of most barriers lower than the autistic adults. The Delphi-study resulted in 22 recommendations to improve primary healthcare for autistic adults, focused on: primary care providers (i.e. education in collaboration with autistic people), autistic adults (i.e. improvement of preparation for general practitioner-appointments) and organization of general practice (i.e. enhancement of continuity in care). In conclusion, primary care providers seem to assess healthcare barriers as less impactful than autistic adults. With the use of the Delphi-method, useful and feasible recommendations to improve primary healthcare for autistic adults were identified, based on the needs of autistic adults and primary care providers. Lay abstract Autistic adults often encounter different types of healthcare barriers. Because autistic adults also have an increased risk for health problems, the aim of this study was to evaluate barriers and to explore how primary care providers and autistic adults want to improve their primary healthcare. In this co-created study, semi-structured interviews with three autistic adults, two parents of autistic children and six care providers were performed to evaluate barriers in Dutch healthcare. Next, in the survey-study (using the Delphi-method including controlled feedback in three consecutive questionnaires), 21 autistic adults and 20 primary care providers rated the impact of barriers and the usefulness and feasibility of recommendations to improve primary healthcare. In the interviews, 20 barriers in Dutch healthcare for autistic people were found. In the survey-study, the primary care providers rated the negative impact of most barriers lower than the autistic adults. This survey-study resulted in 22 recommendations to improve primary healthcare focused on: primary care providers (including education in collaboration with autistic people), autistic adults (including improvement of preparation for general practitioner-appointments) and organization of general practice (including improvement of continuity in care). In conclusion, primary care providers seem to view healthcare barriers as less impactful than autistic adults. In this co-created study, recommendations to improve primary healthcare for autistic adults were identified, based on the needs of autistic adults and primary care providers. These recommendations provide a basis for primary care providers, autistic adults and their support network to start conversations about, for example, strategies to improve primary care providers? knowledge, autistic adults? preparation for a general practitioner-appointment and organization of primary care. En ligne : https://dx.doi.org/10.1177/13623613231172865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] How do primary care providers and autistic adults want to improve their primary care? A Delphi-study [Texte imprimé et/ou numérique] / Wietske A. ESTER, Auteur ; Hilde M. GEURTS, Auteur ; Robert RJM VERMEIREN, Auteur ; Laura A. NOOTEBOOM, Auteur . - p.449?460. in Autism > 28-2 (February 2024) . - p.449?460 Mots-clés : autism  barriers  general practice  healthcare access  primary care  recommendations Index. décimale : PER Périodiques Résumé : Autistic adults often experience health problems and a range of healthcare barriers. Therefore, the aim of this study was to evaluate barriers and explore how primary care providers and autistic adults want to improve their primary healthcare. Semi-structured interviews with three autistic adults, two parents of autistic children and six care providers, were performed to evaluate barriers in Dutch healthcare. Next, in a three-round Delphi-study, 21 autistic adults and 20 primary care providers rated barriers in primary healthcare and assessed recommendations based on usefulness and feasibility. In the thematically analysed interviews, 20 barriers in Dutch healthcare for autistic people were identified. In the Delphi-study, the primary care providers rated the negative impact of most barriers lower than the autistic adults. The Delphi-study resulted in 22 recommendations to improve primary healthcare for autistic adults, focused on: primary care providers (i.e. education in collaboration with autistic people), autistic adults (i.e. improvement of preparation for general practitioner-appointments) and organization of general practice (i.e. enhancement of continuity in care). In conclusion, primary care providers seem to assess healthcare barriers as less impactful than autistic adults. With the use of the Delphi-method, useful and feasible recommendations to improve primary healthcare for autistic adults were identified, based on the needs of autistic adults and primary care providers. Lay abstract Autistic adults often encounter different types of healthcare barriers. Because autistic adults also have an increased risk for health problems, the aim of this study was to evaluate barriers and to explore how primary care providers and autistic adults want to improve their primary healthcare. In this co-created study, semi-structured interviews with three autistic adults, two parents of autistic children and six care providers were performed to evaluate barriers in Dutch healthcare. Next, in the survey-study (using the Delphi-method including controlled feedback in three consecutive questionnaires), 21 autistic adults and 20 primary care providers rated the impact of barriers and the usefulness and feasibility of recommendations to improve primary healthcare. In the interviews, 20 barriers in Dutch healthcare for autistic people were found. In the survey-study, the primary care providers rated the negative impact of most barriers lower than the autistic adults. This survey-study resulted in 22 recommendations to improve primary healthcare focused on: primary care providers (including education in collaboration with autistic people), autistic adults (including improvement of preparation for general practitioner-appointments) and organization of general practice (including improvement of continuity in care). In conclusion, primary care providers seem to view healthcare barriers as less impactful than autistic adults. In this co-created study, recommendations to improve primary healthcare for autistic adults were identified, based on the needs of autistic adults and primary care providers. These recommendations provide a basis for primary care providers, autistic adults and their support network to start conversations about, for example, strategies to improve primary care providers? knowledge, autistic adults? preparation for a general practitioner-appointment and organization of primary care. En ligne : https://dx.doi.org/10.1177/13623613231172865 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness / Linnea LAMPINEN ; Shuting ZHENG ; Virgina SULLIVAN ; Julie Lounds TAYLOR ; Somer L. BISHOP in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.461?473 Titre : Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness Type de document : Texte imprimé et/ou numérique Auteurs : Linnea LAMPINEN, Auteur ; Shuting ZHENG, Auteur ; Virgina SULLIVAN, Auteur ; Julie Lounds TAYLOR, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.461?473 Mots-clés : adolescents  adults  autism spectrum disorders  depression  social cognition and social behavior Index. décimale : PER Périodiques Résumé : To better understand the associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder, this study utilized interpersonal theories of depression by accounting for both frequency of various social activities and perceptions of how well their time spent in these activities meet their needs and testing the indirect effects of loneliness in this association. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs and that loneliness help to understand the indirect effects of the association between social activities and depressive symptoms. Overall, the findings suggest that how individuals feel about the time they are spending in social activities, such as with friends and in general social activities, could impact outcomes such as depression and loneliness. Lay Abstract Previous studies have found that social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder are related. To better understand the relationship between these issues, this study examined the frequency of various types of social activities as well as if the participants felt that the frequency of time spent in the activity met their personal needs. In addition, the role of loneliness was tested as a possible way to understand the relationship between activities and depressive symptoms. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs. Also, loneliness helps to understand relationship between social activities and depressive symptoms. The findings were discussed in light of previous study findings, interpersonal theories of depression, and clinical implications. En ligne : https://dx.doi.org/10.1177/13623613231173859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness [Texte imprimé et/ou numérique] / Linnea LAMPINEN, Auteur ; Shuting ZHENG, Auteur ; Virgina SULLIVAN, Auteur ; Julie Lounds TAYLOR, Auteur ; Somer L. BISHOP, Auteur . - p.461?473. in Autism > 28-2 (February 2024) . - p.461?473 Mots-clés : adolescents  adults  autism spectrum disorders  depression  social cognition and social behavior Index. décimale : PER Périodiques Résumé : To better understand the associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder, this study utilized interpersonal theories of depression by accounting for both frequency of various social activities and perceptions of how well their time spent in these activities meet their needs and testing the indirect effects of loneliness in this association. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs and that loneliness help to understand the indirect effects of the association between social activities and depressive symptoms. Overall, the findings suggest that how individuals feel about the time they are spending in social activities, such as with friends and in general social activities, could impact outcomes such as depression and loneliness. Lay Abstract Previous studies have found that social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder are related. To better understand the relationship between these issues, this study examined the frequency of various types of social activities as well as if the participants felt that the frequency of time spent in the activity met their personal needs. In addition, the role of loneliness was tested as a possible way to understand the relationship between activities and depressive symptoms. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs. Also, loneliness helps to understand relationship between social activities and depressive symptoms. The findings were discussed in light of previous study findings, interpersonal theories of depression, and clinical implications. En ligne : https://dx.doi.org/10.1177/13623613231173859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Prevalence of current smoking and association with meeting 24-h movement guidelines: Results from a national convenience sample of autistic adults / Sean HEALY ; Benjamin BREWER ; Freda PATTERSON in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.474?483 Titre : Prevalence of current smoking and association with meeting 24-h movement guidelines: Results from a national convenience sample of autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Sean HEALY, Auteur ; Benjamin BREWER, Auteur ; Freda PATTERSON, Auteur Article en page(s) : p.474?483 Mots-clés : autism  physical activity  sedentary  sleep  smoking  24-h movement guidelines Index. décimale : PER Périodiques Résumé : This study aimed to identify the prevalence of current smoking and examine the association between meeting combinations of the 24-h movement guidelines and current smoking in autistic adults. This cross-sectional study administered an electronic survey to a national sample of autistic adults in the United States. The study outcome was current smoking. Independent variables included the 24-h movement behaviors. Multivariable statistical modeling was used to assess the study aims. The study sample (n?=?259) had a mean age of 31.05?years (standard deviation?=?7.70), 58.7% were male, 11.2% were fully independent, and 35.5% were current smokers. Current smokers met significantly fewer 24-h movement guidelines than non-smokers (mean?=?1.52 (standard deviation?=?0.73) vs mean=?1.93 (standard deviation?=?0.88), respectively, t?=?3.77, p? En ligne : https://dx.doi.org/10.1177/13623613231178571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Prevalence of current smoking and association with meeting 24-h movement guidelines: Results from a national convenience sample of autistic adults [Texte imprimé et/ou numérique] / Sean HEALY, Auteur ; Benjamin BREWER, Auteur ; Freda PATTERSON, Auteur . - p.474?483. in Autism > 28-2 (February 2024) . - p.474?483 Mots-clés : autism  physical activity  sedentary  sleep  smoking  24-h movement guidelines Index. décimale : PER Périodiques Résumé : This study aimed to identify the prevalence of current smoking and examine the association between meeting combinations of the 24-h movement guidelines and current smoking in autistic adults. This cross-sectional study administered an electronic survey to a national sample of autistic adults in the United States. The study outcome was current smoking. Independent variables included the 24-h movement behaviors. Multivariable statistical modeling was used to assess the study aims. The study sample (n?=?259) had a mean age of 31.05?years (standard deviation?=?7.70), 58.7% were male, 11.2% were fully independent, and 35.5% were current smokers. Current smokers met significantly fewer 24-h movement guidelines than non-smokers (mean?=?1.52 (standard deviation?=?0.73) vs mean=?1.93 (standard deviation?=?0.88), respectively, t?=?3.77, p? En ligne : https://dx.doi.org/10.1177/13623613231178571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial / Katherine PICKARD ; Allison T. MEYER ; Lisa HAYUTIN ; Caitlin MIDDLETON ; Nuri M. REYES ; Tanea TANDA ; Aubyn STAHMER ; Audrey BLAKELEY-SMITH ; Richard E. BOLES in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.484?497 Titre : Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Aubyn STAHMER, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard E. BOLES, Auteur Article en page(s) : p.484?497 Mots-clés : anxiety  autism spectrum disorders  education services  interventions?psychosocial/behavioral  school-age children Index. décimale : PER Périodiques Résumé : Autistic youth frequently experience interfering anxiety, and schools may be an ideal setting to deliver mental health care. A type 1 hybrid-effectiveness, cluster randomized trial was used to examine the effectiveness of school-based Facing Your Fears compared to usual care. Change in provider cognitive behavior therapy knowledge and treatment fidelity (adherence and provider competence) were also examined. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained via a train-the-trainer approach. Eighty-one students, ages 8?14?years, with autism or suspected autism and anxiety participated. Students who received school-based Facing Your Fears displayed significantly greater reductions in anxiety compared to students in usual care according to caregiver and child report (Screen for Anxiety and Related Emotional Disorders). Significant reductions in total anxiety (p?=?0.012), separation (p?=?0.002), and social anxiety (p?=?0.003) subscales occurred, according to parent report. Student self-report indicated significant reductions on the social anxiety subscales (p?=?0.001). Interdisciplinary school providers demonstrated significantly increased cognitive behavior therapy knowledge following training (p? En ligne : https://dx.doi.org/10.1177/13623613231175951 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Implementing school-based cognitive behavior therapy for anxiety in students with autism or suspected autism via a train-the-trainer approach: Results from a clustered randomized trial [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison T. MEYER, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Nuri M. REYES, Auteur ; Tanea TANDA, Auteur ; Aubyn STAHMER, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Richard E. BOLES, Auteur . - p.484?497. in Autism > 28-2 (February 2024) . - p.484?497 Mots-clés : anxiety  autism spectrum disorders  education services  interventions?psychosocial/behavioral  school-age children Index. décimale : PER Périodiques Résumé : Autistic youth frequently experience interfering anxiety, and schools may be an ideal setting to deliver mental health care. A type 1 hybrid-effectiveness, cluster randomized trial was used to examine the effectiveness of school-based Facing Your Fears compared to usual care. Change in provider cognitive behavior therapy knowledge and treatment fidelity (adherence and provider competence) were also examined. Seventy-seven interdisciplinary school providers across 25 elementary/middle schools were trained via a train-the-trainer approach. Eighty-one students, ages 8?14?years, with autism or suspected autism and anxiety participated. Students who received school-based Facing Your Fears displayed significantly greater reductions in anxiety compared to students in usual care according to caregiver and child report (Screen for Anxiety and Related Emotional Disorders). Significant reductions in total anxiety (p?=?0.012), separation (p?=?0.002), and social anxiety (p?=?0.003) subscales occurred, according to parent report. Student self-report indicated significant reductions on the social anxiety subscales (p?=?0.001). Interdisciplinary school providers demonstrated significantly increased cognitive behavior therapy knowledge following training (p? En ligne : https://dx.doi.org/10.1177/13623613231175951 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

The world is nuanced but pixelated: Autistic individuals? perspective on HIPPEA / Rosalind Elizabeth Mcbean HATTON ; Sarveen SADIQUE ; Frank Earl POLLICK in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.498?509 Titre : The world is nuanced but pixelated: Autistic individuals? perspective on HIPPEA Type de document : Texte imprimé et/ou numérique Auteurs : Rosalind Elizabeth Mcbean HATTON, Auteur ; Sarveen SADIQUE, Auteur ; Frank Earl POLLICK, Auteur Article en page(s) : p.498?509 Mots-clés : autism  HIPPEA  hybrid thematic analysis Index. décimale : PER Périodiques Résumé : Little attention has been given to the voice of autistic individuals during the development of theories that are trying to explain the condition. This can often make individuals feel that they have to fit into the theory?s definition, rather than it fitting into their experience. We aimed to understand to what extent the HIPPEA (High, Inflexible Precision of Prediction Errors in Autism) theory resonates with the lived experiences of autistic individuals. We conducted 21 questionnaires and 8 follow-up interviews and used a hybrid (deductive and inductive) approach to analyse the data. Based on the participants? views, HIPPEA provides an explanation for many of the lived experiences of autistic individuals. However, refinement is needed with respect to interpersonal interactions, emotional processing and individuals? motivation to engage with their environment despite challenges with the way the world is organised. Furthermore, more details are needed for the theory to accurately allow us to understand autism. Lay Abstract Autism is a condition comprised of difficulties in social and communication contexts, sensory sensitivities as well as restrictive and repetitive behaviours. Many theories have tried to explain all the symptoms and behaviours associated with autism. We focus on one recent theory ? High, Inflexible Precision of Prediction Errors in Autism (HIPPEA). We aim to understand how much this theory fits the experiences of autistic individuals. We collected data through 21 online questionnaires and 8 follow-up interviews. One of our participants was a parent of an autistic child, and the remaining were adults who reported a diagnosis of autism. We analysed the data by thinking about how it fitted with what we already knew and by looking for new insights which came up. Our results suggest that autistic individuals can make generalisations but that this happens more slowly across both social and non-social areas. These generalisations are very reliant on detail ? in computer terms, they are ?pixelated?. This is in line with what HIPPEA suggests. We also showed that autistic individuals can be motivated to explore and engage socially, something that needs more consideration within HIPPEA. Overall, this study shows that HIPPEA can explain many autistic experiences, but that further refinement is needed. En ligne : https://dx.doi.org/10.1177/13623613231176714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] The world is nuanced but pixelated: Autistic individuals? perspective on HIPPEA [Texte imprimé et/ou numérique] / Rosalind Elizabeth Mcbean HATTON, Auteur ; Sarveen SADIQUE, Auteur ; Frank Earl POLLICK, Auteur . - p.498?509. in Autism > 28-2 (February 2024) . - p.498?509 Mots-clés : autism  HIPPEA  hybrid thematic analysis Index. décimale : PER Périodiques Résumé : Little attention has been given to the voice of autistic individuals during the development of theories that are trying to explain the condition. This can often make individuals feel that they have to fit into the theory?s definition, rather than it fitting into their experience. We aimed to understand to what extent the HIPPEA (High, Inflexible Precision of Prediction Errors in Autism) theory resonates with the lived experiences of autistic individuals. We conducted 21 questionnaires and 8 follow-up interviews and used a hybrid (deductive and inductive) approach to analyse the data. Based on the participants? views, HIPPEA provides an explanation for many of the lived experiences of autistic individuals. However, refinement is needed with respect to interpersonal interactions, emotional processing and individuals? motivation to engage with their environment despite challenges with the way the world is organised. Furthermore, more details are needed for the theory to accurately allow us to understand autism. Lay Abstract Autism is a condition comprised of difficulties in social and communication contexts, sensory sensitivities as well as restrictive and repetitive behaviours. Many theories have tried to explain all the symptoms and behaviours associated with autism. We focus on one recent theory ? High, Inflexible Precision of Prediction Errors in Autism (HIPPEA). We aim to understand how much this theory fits the experiences of autistic individuals. We collected data through 21 online questionnaires and 8 follow-up interviews. One of our participants was a parent of an autistic child, and the remaining were adults who reported a diagnosis of autism. We analysed the data by thinking about how it fitted with what we already knew and by looking for new insights which came up. Our results suggest that autistic individuals can make generalisations but that this happens more slowly across both social and non-social areas. These generalisations are very reliant on detail ? in computer terms, they are ?pixelated?. This is in line with what HIPPEA suggests. We also showed that autistic individuals can be motivated to explore and engage socially, something that needs more consideration within HIPPEA. Overall, this study shows that HIPPEA can explain many autistic experiences, but that further refinement is needed. En ligne : https://dx.doi.org/10.1177/13623613231176714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic / Afiqah YUSUF ; Hannah PICKARD ; Pamela DIXON ; Andy SHIH ; Stephanie Shire ; Andrew PICKLES ; Mayada ELSABBAGH in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.510?514 Titre : Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Afiqah YUSUF, Auteur ; Hannah PICKARD, Auteur ; Pamela DIXON, Auteur ; Andy SHIH, Auteur ; Stephanie Shire, Auteur ; Andrew PICKLES, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.510?514 Mots-clés : community interventions  neurodevelopmental disorders  parent-mediated intervention  remote training  scoring reliability Index. décimale : PER Périodiques Résumé : Significant barriers to training have been introduced by the COVID-19 pandemic, limiting in-person professional activities resulting in the development of the novel remote training. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training program to caregivers of children with developmental delays or disabilities. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through supported coding of seven video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found that master trainers? scoring reliability varied over 7?weeks of supported coding. All but one participant reached moderate or good independent scoring reliability despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. Lay Abstract The COVID-19 pandemic interrupted in-person professional activities. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training Program to caregivers of children with developmental delays or disabilities. The Caregiver Skills Training Program teaches caregivers how to use strategies to enhance learning and interactions during everyday play and home activities and routines with their child. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through coding of video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found all but one participant was able to reliably identify Caregiver Skills Training Program strategies from video recordings despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. En ligne : https://dx.doi.org/10.1177/13623613231173758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Evaluation of an adapted virtual training for master trainers of the WHO Caregiver Skills Training Program during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Afiqah YUSUF, Auteur ; Hannah PICKARD, Auteur ; Pamela DIXON, Auteur ; Andy SHIH, Auteur ; Stephanie Shire, Auteur ; Andrew PICKLES, Auteur ; Mayada ELSABBAGH, Auteur . - p.510?514. in Autism > 28-2 (February 2024) . - p.510?514 Mots-clés : community interventions  neurodevelopmental disorders  parent-mediated intervention  remote training  scoring reliability Index. décimale : PER Périodiques Résumé : Significant barriers to training have been introduced by the COVID-19 pandemic, limiting in-person professional activities resulting in the development of the novel remote training. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training program to caregivers of children with developmental delays or disabilities. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through supported coding of seven video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found that master trainers? scoring reliability varied over 7?weeks of supported coding. All but one participant reached moderate or good independent scoring reliability despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. Lay Abstract The COVID-19 pandemic interrupted in-person professional activities. We developed and evaluated a remote training approach for master trainers of the Caregiver Skills Training Program. Master trainers support community practitioners, who in turn deliver the Caregiver Skills Training Program to caregivers of children with developmental delays or disabilities. The Caregiver Skills Training Program teaches caregivers how to use strategies to enhance learning and interactions during everyday play and home activities and routines with their child. The aim of this study was to evaluate the remote training of master trainers on Caregiver Skills Training Program. Twelve out of the 19 practitioners who enrolled in the training completed the study. The training consisted of a 5-day in-person session completed prior to the pandemic, followed by supporting participants? ability to identify Caregiver Skills Training Program strategies through coding of video recordings over 7?weekly meetings and group discussions and ended with participants independently coding a set of 10 videos for Caregiver Skills Training Program strategies. We found all but one participant was able to reliably identify Caregiver Skills Training Program strategies from video recordings despite a lack of ability to practice the Caregiver Skills Training Program strategies with children due to the pandemic. Taken together, our findings illustrate the feasibility and value of remote training approaches in implementing interventions. En ligne : https://dx.doi.org/10.1177/13623613231173758 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Dental desensitization by dentists and occupational therapists for autistic adults: A pilot study / Jacobo LIMERES POSSE ; Eliane GARCÍA MATO ; Iván VARELA ANEIROS ; María Teresa ABELEIRA PAZOS ; Pedro DIZ DIOS ; Berta RIVAS MUNDIÑA in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.515?519 Titre : Dental desensitization by dentists and occupational therapists for autistic adults: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Jacobo LIMERES POSSE, Auteur ; Eliane GARCÍA MATO, Auteur ; Iván VARELA ANEIROS, Auteur ; María Teresa ABELEIRA PAZOS, Auteur ; Pedro DIZ DIOS, Auteur ; Berta RIVAS MUNDIÑA, Auteur Article en page(s) : p.515?519 Mots-clés : autism  dental treatment  dentistry  desensitization  occupational therapist Index. décimale : PER Périodiques Résumé : The aim of this pilot study was to assess the efficacy of a desensitization program developed by dentists and occupational therapists, targeted at autistic adults, to encourage their cooperation in the dental setting. The study group consisted of 18 individuals with autism (10 men and 8 women, aged 18?45?years). The patients underwent a baseline examination, after which they were progressively exposed to oral examination maneuvers and ultimately dental procedures. To this end, the participants engaged in a weekly desensitization session performed by an occupational therapist and a monthly assessment session by a dentist applying the Frankl scale, for a maximum period of 30?weeks. During the first session, 44% of the participants completed all oral examination procedures, reaching 94% by the fourth visit and 100% by the seventh visit. None of the participants completed a simple dental treatment up to the third session, subsequently increasing the percentage progressively until reaching a maximum of 61% in the seventh visit. In conclusion, a dental desensitization program implemented by dentists and occupational therapists could help in performing oral examinations and simple therapeutic procedures for a considerable percentage of adults with autism, without having to resort to pharmacological behavioral control techniques. Lay abstract Managing patients with autism in the dental clinic often requires resorting to pharmacological behavioral control techniques, including general anesthesia. References in the literature to desensitization programs are scarce and focus on training children with autism to undergo oral examinations and preventive procedures. This study shows that a dental desensitization program implemented by dentists and occupational therapists could help in performing not only oral examinations but also simple dental therapeutic procedures for a considerable percentage of adults with autism, without using a pharmacological intervention (sedation or general anesthesia). En ligne : https://dx.doi.org/10.1177/13623613231173757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Dental desensitization by dentists and occupational therapists for autistic adults: A pilot study [Texte imprimé et/ou numérique] / Jacobo LIMERES POSSE, Auteur ; Eliane GARCÍA MATO, Auteur ; Iván VARELA ANEIROS, Auteur ; María Teresa ABELEIRA PAZOS, Auteur ; Pedro DIZ DIOS, Auteur ; Berta RIVAS MUNDIÑA, Auteur . - p.515?519. in Autism > 28-2 (February 2024) . - p.515?519 Mots-clés : autism  dental treatment  dentistry  desensitization  occupational therapist Index. décimale : PER Périodiques Résumé : The aim of this pilot study was to assess the efficacy of a desensitization program developed by dentists and occupational therapists, targeted at autistic adults, to encourage their cooperation in the dental setting. The study group consisted of 18 individuals with autism (10 men and 8 women, aged 18?45?years). The patients underwent a baseline examination, after which they were progressively exposed to oral examination maneuvers and ultimately dental procedures. To this end, the participants engaged in a weekly desensitization session performed by an occupational therapist and a monthly assessment session by a dentist applying the Frankl scale, for a maximum period of 30?weeks. During the first session, 44% of the participants completed all oral examination procedures, reaching 94% by the fourth visit and 100% by the seventh visit. None of the participants completed a simple dental treatment up to the third session, subsequently increasing the percentage progressively until reaching a maximum of 61% in the seventh visit. In conclusion, a dental desensitization program implemented by dentists and occupational therapists could help in performing oral examinations and simple therapeutic procedures for a considerable percentage of adults with autism, without having to resort to pharmacological behavioral control techniques. Lay abstract Managing patients with autism in the dental clinic often requires resorting to pharmacological behavioral control techniques, including general anesthesia. References in the literature to desensitization programs are scarce and focus on training children with autism to undergo oral examinations and preventive procedures. This study shows that a dental desensitization program implemented by dentists and occupational therapists could help in performing not only oral examinations but also simple dental therapeutic procedures for a considerable percentage of adults with autism, without using a pharmacological intervention (sedation or general anesthesia). En ligne : https://dx.doi.org/10.1177/13623613231173757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

How can psychologists meet the needs of autistic adults? / Rebecca L. FLOWER in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.520?522 Titre : How can psychologists meet the needs of autistic adults? Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca L. FLOWER, Auteur Article en page(s) : p.520?522 Mots-clés : autism spectrum disorders  common factors  double empathy  mental health  neurodiversity  neurodiversity affirming practice  psychotherapy Index. décimale : PER Périodiques Résumé : In a recent editorial, Mandy declared an autism mental health crisis and proposed six ideas for how this might be addressed, with which we agree. However, we propose that for these ideas (e.g. training for mental health professionals) to be implemented for psychologists, assumptions about best practice need to be assessed considering the evolving conceptualisation of autism. The formation and development of a therapeutic alliance between a psychologist and client has been established as an important ?common factor? that impacts the efficacy of therapy. If one considers the double empathy problem and views autism through a neurodiversity lens, the development of a therapeutic alliance between a psychologist and client of different neurotypes might require an alternative approach to standard practice. We propose that psychologists (if they are, for example, non-autistic and working with an autistic client), are at risk of misinterpreting their clients? communication and needs. As such, we consider the notion of cultural competency, and how the profession of psychology can move forward to help psychologists work effectively with autistic clients, learning from autistic people, including autistic psychologists. Lay abstract In a recent editorial, Mandy described an autism mental health crisis because autistic people are more likely to experience mental health concerns, yet they are less likely to get help. When autistic people do seek support, services tend not to be well matched to their needs. Alongside the six ideas Mandy suggested for addressing the mental health crisis, we think it is essential for psychologists to start changing the way they work to improve the person-environment fit for autistic clients. The relationship between a psychologist and their client influences the gains a client makes from engaging in therapy. The way psychologists are trained to build an effective working relationship with clients is based on neurotypical communication styles. The double empathy problem tells us that autistic clients relate to others differently to non-autistic clients, and so we propose that psychologists, especially when not autistic themselves, need to build the therapeutic relationship in a different way. We feel this is important, as the relationship between a psychologist and client is understood to be an important factor in how much the client can benefit from therapy. In this letter, we draw upon Bulluss? call for cultural competency when working with autistic clients, and further insights from autistic psychologists, and propose that psychologists rethink some taken-for-granted aspects of practice to be better able to create a sense of interpersonal safety when working with autistic clients. En ligne : https://dx.doi.org/10.1177/13623613221147346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] How can psychologists meet the needs of autistic adults? [Texte imprimé et/ou numérique] / Rebecca L. FLOWER, Auteur . - p.520?522. in Autism > 28-2 (February 2024) . - p.520?522 Mots-clés : autism spectrum disorders  common factors  double empathy  mental health  neurodiversity  neurodiversity affirming practice  psychotherapy Index. décimale : PER Périodiques Résumé : In a recent editorial, Mandy declared an autism mental health crisis and proposed six ideas for how this might be addressed, with which we agree. However, we propose that for these ideas (e.g. training for mental health professionals) to be implemented for psychologists, assumptions about best practice need to be assessed considering the evolving conceptualisation of autism. The formation and development of a therapeutic alliance between a psychologist and client has been established as an important ?common factor? that impacts the efficacy of therapy. If one considers the double empathy problem and views autism through a neurodiversity lens, the development of a therapeutic alliance between a psychologist and client of different neurotypes might require an alternative approach to standard practice. We propose that psychologists (if they are, for example, non-autistic and working with an autistic client), are at risk of misinterpreting their clients? communication and needs. As such, we consider the notion of cultural competency, and how the profession of psychology can move forward to help psychologists work effectively with autistic clients, learning from autistic people, including autistic psychologists. Lay abstract In a recent editorial, Mandy described an autism mental health crisis because autistic people are more likely to experience mental health concerns, yet they are less likely to get help. When autistic people do seek support, services tend not to be well matched to their needs. Alongside the six ideas Mandy suggested for addressing the mental health crisis, we think it is essential for psychologists to start changing the way they work to improve the person-environment fit for autistic clients. The relationship between a psychologist and their client influences the gains a client makes from engaging in therapy. The way psychologists are trained to build an effective working relationship with clients is based on neurotypical communication styles. The double empathy problem tells us that autistic clients relate to others differently to non-autistic clients, and so we propose that psychologists, especially when not autistic themselves, need to build the therapeutic relationship in a different way. We feel this is important, as the relationship between a psychologist and client is understood to be an important factor in how much the client can benefit from therapy. In this letter, we draw upon Bulluss? call for cultural competency when working with autistic clients, and further insights from autistic psychologists, and propose that psychologists rethink some taken-for-granted aspects of practice to be better able to create a sense of interpersonal safety when working with autistic clients. En ligne : https://dx.doi.org/10.1177/13623613221147346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519