Dépouillements

Community involvement in PhD students' autism research projects: Challenges and opportunities / Elisa GENOVESI in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.3-7 Titre : Community involvement in PhD students' autism research projects: Challenges and opportunities Type de document : Texte imprimé et/ou numérique Auteurs : Elisa GENOVESI, Auteur ; Sarah GRANT, Auteur ; Tsegereda Haile KIFLE, Auteur ; Jialing LI, Auteur ; Alanna J SHAND, Auteur ; Rosa A HOEKSTRA, Auteur Article en page(s) : p.3-7 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241300683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Community involvement in PhD students' autism research projects: Challenges and opportunities [Texte imprimé et/ou numérique] / Elisa GENOVESI, Auteur ; Sarah GRANT, Auteur ; Tsegereda Haile KIFLE, Auteur ; Jialing LI, Auteur ; Alanna J SHAND, Auteur ; Rosa A HOEKSTRA, Auteur . - p.3-7. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.3-7 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241300683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Perception and behavior toward neuropsychiatric disorders in Saudi Arabia: A systematic review and quality assessment / Alexander WOODMAN in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.8-25 Titre : Perception and behavior toward neuropsychiatric disorders in Saudi Arabia: A systematic review and quality assessment Type de document : Texte imprimé et/ou numérique Auteurs : Alexander WOODMAN, Auteur ; Khawaja Bilal WAHEED, Auteur ; Rehab Y AL-ANSARI, Auteur ; Shakil AHMAD, Auteur ; Tanzeel Ur REHMAN, Auteur ; Mohammad RASHEED, Auteur ; Nizar JAOUA, Auteur Article en page(s) : p.8-25 Langues : Anglais (eng) Mots-clés : Mental health disorders  attention deficit hyperactivity disorder  autism spectrum disorder  society  perceptions Index. décimale : PER Périodiques Résumé : This systematic literature review was conducted to examine the most studied neurodevelopmental disorders reported in the Kingdom of Saudi Arabia and explore public knowledge, attitudes, and behaviors. Electronic literature databases such as PubMed, Embase, Web of Science, Scopus, CINAHL, and Google Scholar from May 2010 to May 2022. The literature was screened and assessed the quality of surveys of extracted 21 articles following the Best Practices for Survey and Public Opinion Research by the American Association for Public Opinion Research. Since 2010, the most studied neurodevelopmental disorders reported in the Kingdom of Saudi Arabia were attention deficit hyperactivity disorder and autism spectrum disorder, with the prevalence of studies conducted in Central province, followed by Western province and the rest of Saudi Arabia in general. The analysis of questionnaires used showed that 20 studies were of high quality, and one was of medium quality. The narrative synthesis of included studies showed an overall lack of knowledge about autism spectrum disorder and attention deficit hyperactivity disorder, misconceptions and misunderstandings about these health conditions. More research is needed in all regions of the Kingdom of Saudi Arabia to contribute to the knowledge about mental health conditions of attention deficit hyperactivity disorder and autism spectrum disorder children and their parents to inform policies and practical recommendations.Lay abstractIn 2010, Saudi Arabia became the first country from the Gulf Cooperation Council states to join the World Mental Health Survey Initiative, which collaborates with Harvard University and has undertaken over 33 countries. The Saudi National Mental Health Survey revealed that 80% of Saudis with severe mental health disorders do not seek treatment. Considering the strong evidence set out in Saudi national study and the recommendations for future research, this systematic literature review was initiated to examine the most studied neurodevelopmental disorders reported in the Kingdom of Saudi Arabia to explore public knowledge, attitudes, and behaviors. Findings have shown that attention deficit hyperactivity disorder and autism spectrum disorder have been the most studied neurodevelopmental disorders in Saudi Arabia since 2010. However, various groups in Saudi society, including healthcare professionals, medical students, and the general public, lacked knowledge about these health conditions, often leading to stigmatized attitudes and behaviors toward people with attention deficit hyperactivity disorder and autism spectrum disorder. However, demographic data showed that most of the studies were carried out in the Central and Western provinces. More research is needed in all regions of the Kingdom of Saudi Arabia to contribute to the knowledge about mental health conditions of attention deficit hyperactivity disorder and autism spectrum disorder children and their parents to increase knowledge about neurodevelopmental disorders and mental health disorders in the Kingdom of Saudi Arabia, thereby enabling people to rethink their attitudes and behavior. En ligne : https://dx.doi.org/10.1177/13623613241258544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Perception and behavior toward neuropsychiatric disorders in Saudi Arabia: A systematic review and quality assessment [Texte imprimé et/ou numérique] / Alexander WOODMAN, Auteur ; Khawaja Bilal WAHEED, Auteur ; Rehab Y AL-ANSARI, Auteur ; Shakil AHMAD, Auteur ; Tanzeel Ur REHMAN, Auteur ; Mohammad RASHEED, Auteur ; Nizar JAOUA, Auteur . - p.8-25. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.8-25 Mots-clés : Mental health disorders  attention deficit hyperactivity disorder  autism spectrum disorder  society  perceptions Index. décimale : PER Périodiques Résumé : This systematic literature review was conducted to examine the most studied neurodevelopmental disorders reported in the Kingdom of Saudi Arabia and explore public knowledge, attitudes, and behaviors. Electronic literature databases such as PubMed, Embase, Web of Science, Scopus, CINAHL, and Google Scholar from May 2010 to May 2022. The literature was screened and assessed the quality of surveys of extracted 21 articles following the Best Practices for Survey and Public Opinion Research by the American Association for Public Opinion Research. Since 2010, the most studied neurodevelopmental disorders reported in the Kingdom of Saudi Arabia were attention deficit hyperactivity disorder and autism spectrum disorder, with the prevalence of studies conducted in Central province, followed by Western province and the rest of Saudi Arabia in general. The analysis of questionnaires used showed that 20 studies were of high quality, and one was of medium quality. The narrative synthesis of included studies showed an overall lack of knowledge about autism spectrum disorder and attention deficit hyperactivity disorder, misconceptions and misunderstandings about these health conditions. More research is needed in all regions of the Kingdom of Saudi Arabia to contribute to the knowledge about mental health conditions of attention deficit hyperactivity disorder and autism spectrum disorder children and their parents to inform policies and practical recommendations.Lay abstractIn 2010, Saudi Arabia became the first country from the Gulf Cooperation Council states to join the World Mental Health Survey Initiative, which collaborates with Harvard University and has undertaken over 33 countries. The Saudi National Mental Health Survey revealed that 80% of Saudis with severe mental health disorders do not seek treatment. Considering the strong evidence set out in Saudi national study and the recommendations for future research, this systematic literature review was initiated to examine the most studied neurodevelopmental disorders reported in the Kingdom of Saudi Arabia to explore public knowledge, attitudes, and behaviors. Findings have shown that attention deficit hyperactivity disorder and autism spectrum disorder have been the most studied neurodevelopmental disorders in Saudi Arabia since 2010. However, various groups in Saudi society, including healthcare professionals, medical students, and the general public, lacked knowledge about these health conditions, often leading to stigmatized attitudes and behaviors toward people with attention deficit hyperactivity disorder and autism spectrum disorder. However, demographic data showed that most of the studies were carried out in the Central and Western provinces. More research is needed in all regions of the Kingdom of Saudi Arabia to contribute to the knowledge about mental health conditions of attention deficit hyperactivity disorder and autism spectrum disorder children and their parents to increase knowledge about neurodevelopmental disorders and mental health disorders in the Kingdom of Saudi Arabia, thereby enabling people to rethink their attitudes and behavior. En ligne : https://dx.doi.org/10.1177/13623613241258544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Autism interventions designed or adapted for the Black/African American population: A systematic review / Amber M DAVIS in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.26-40 Titre : Autism interventions designed or adapted for the Black/African American population: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Amber M DAVIS, Auteur ; Gyasi BURKS-ABBOTT, Auteur ; Octaviano MERECIAS, Auteur ; Bonnie K SWENOR, Auteur Article en page(s) : p.26-40 Langues : Anglais (eng) Mots-clés : African American  autism spectrum disorders  Black people  cultural adaptation  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The needs of the Black/African American population in the United States have historically been neglected in research, including in the development of therapies and services to support people with autism. The scope of interventions to support autistic people that are designed or adapted to be culturally responsive to the Black American population is not known. The state of these interventions systematically addressing cultural factors is also underexplored. The present systematic review examined the research evidence of autism interventions either designed or adapted for Black persons in the United States. The search did not have a specific date range but identified literature starting in 1999, and the search ended in 2023. A total of eight studies were identified and reviewed: Four were interventions designed specifically for the Black autistic population, one was an adapted intervention, and three were interventions evaluated with a Black autistic sample. To evaluate these studies, we used the Cultural Adaptation Checklist and found that few autism interventions are systematically adapted for Black individuals. Autism researchers that have engaged the Black autistic population or their families have been thoughtful in ways of engaging; however, there was no universal framework that drove development or adaptation efforts of these interventions. The development of more culturally responsive autism interventions (i.e. adapted evidence-based interventions) for the Black population offers promise for more equitable autism practices.Lay abstractBlack/African American people in the United States who have a diagnosis of autism often experience service-related disparities, including not having the same access to high-quality autism and related care (e.g. behavioral interventions), and are less likely to have sustained treatment engagement across their lifespan. While interventions to support autistic people are typically designed to be universal, there is concern that these interventions not being tailored to the Black/African American population could reduce the overall impact due to a lack of responsiveness to the needs of the Black children or families who receive the intervention. The current systematic review summarized research on interventions developed for the Black autism community, including Black children with autism and their caregivers. After a comprehensive, systematic search, eight peer-reviewed publications were identified that met the study?s inclusion criteria. The majority of the interventions were tailored to Black caregivers of children with autism. Autism researchers demonstrate different strategies for engaging Black caregivers in culturally responsive ways; however, more research into these interventions is needed in order to assess their effectiveness. In addition, there are still limited interventions adapted to be culturally responsive to Black/African American autistic people. The Cultural Adaptation Checklist framework is a novel approach with promise to become the standard for adapting interventions to meet the needs of culturally diverse groups. Cultural responsiveness is an important facet in the development of interventions that produce optimal outcomes for the range of diversity in the United States and is an important step to achieving equitable autism research practices. En ligne : https://dx.doi.org/10.1177/13623613241259910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Autism interventions designed or adapted for the Black/African American population: A systematic review [Texte imprimé et/ou numérique] / Amber M DAVIS, Auteur ; Gyasi BURKS-ABBOTT, Auteur ; Octaviano MERECIAS, Auteur ; Bonnie K SWENOR, Auteur . - p.26-40. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.26-40 Mots-clés : African American  autism spectrum disorders  Black people  cultural adaptation  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The needs of the Black/African American population in the United States have historically been neglected in research, including in the development of therapies and services to support people with autism. The scope of interventions to support autistic people that are designed or adapted to be culturally responsive to the Black American population is not known. The state of these interventions systematically addressing cultural factors is also underexplored. The present systematic review examined the research evidence of autism interventions either designed or adapted for Black persons in the United States. The search did not have a specific date range but identified literature starting in 1999, and the search ended in 2023. A total of eight studies were identified and reviewed: Four were interventions designed specifically for the Black autistic population, one was an adapted intervention, and three were interventions evaluated with a Black autistic sample. To evaluate these studies, we used the Cultural Adaptation Checklist and found that few autism interventions are systematically adapted for Black individuals. Autism researchers that have engaged the Black autistic population or their families have been thoughtful in ways of engaging; however, there was no universal framework that drove development or adaptation efforts of these interventions. The development of more culturally responsive autism interventions (i.e. adapted evidence-based interventions) for the Black population offers promise for more equitable autism practices.Lay abstractBlack/African American people in the United States who have a diagnosis of autism often experience service-related disparities, including not having the same access to high-quality autism and related care (e.g. behavioral interventions), and are less likely to have sustained treatment engagement across their lifespan. While interventions to support autistic people are typically designed to be universal, there is concern that these interventions not being tailored to the Black/African American population could reduce the overall impact due to a lack of responsiveness to the needs of the Black children or families who receive the intervention. The current systematic review summarized research on interventions developed for the Black autism community, including Black children with autism and their caregivers. After a comprehensive, systematic search, eight peer-reviewed publications were identified that met the study?s inclusion criteria. The majority of the interventions were tailored to Black caregivers of children with autism. Autism researchers demonstrate different strategies for engaging Black caregivers in culturally responsive ways; however, more research into these interventions is needed in order to assess their effectiveness. In addition, there are still limited interventions adapted to be culturally responsive to Black/African American autistic people. The Cultural Adaptation Checklist framework is a novel approach with promise to become the standard for adapting interventions to meet the needs of culturally diverse groups. Cultural responsiveness is an important facet in the development of interventions that produce optimal outcomes for the range of diversity in the United States and is an important step to achieving equitable autism research practices. En ligne : https://dx.doi.org/10.1177/13623613241259910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Oral care interventions for autistic individuals: A systematic review / Lucía I FLORÍNDEZ in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.41-52 Titre : Oral care interventions for autistic individuals: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Lucía I FLORÍNDEZ, Auteur ; Dominique H COMO, Auteur ; Evelyn LAW, Auteur ; Christine F TRAN, Auteur ; Robert JOHNSON, Auteur ; José C POLIDO, Auteur ; Sharon A CERMAK, Auteur ; Leah I STEIN DUKER, Auteur Article en page(s) : p.41-52 Langues : Anglais (eng) Mots-clés : autism  dental  oral care  oral health  systematic review Index. décimale : PER Périodiques Résumé : Oral care-related challenges are well documented in the autistic community. This review examined interventions designed to improve oral health in autistic individuals across the lifespan. Through a systematic process, 36 studies were identified which focused on improving home-based oral care skills and routines, and reducing fear, anxiety, and/or negative behaviors in the dental clinic. Studies incorporated preparatory interventions to support home-based hygiene activities or improve an approaching dental encounter (n = 29), most often using visual aids, and/or strategies to manage behavioral difficulties exhibited in the dental office (n = 17). Some studies used both approaches (n = 10), combining visual aids prior to a visit with behavior management in the dental office. Using an evidence-based rubric, methodological quality of most articles was only "adequate" (n = 8) or "weak" (n = 23). Findings provide preliminary support for preparatory home-based visual interventions to improve toothbrushing and/or ready patients for dental visits, and distraction or sensory-reducing interventions to improve experiences in the dental clinic. Only one study purposefully recruited autistic adults and no studies included intervention elements tailored to race/ethnicity, culture, and/or socioeconomic status. This review highlights the need for high-quality studies investigating the impact of oral care-related interventions for autistic individuals and identifies a gap in interventions for autistic adults and those from minoritized populations.Lay abstractOral care-related challenges are well documented in the autistic community; dental care remains one of the most prevalent unmet health needs among autistic individuals. This review examined interventions designed to improve oral health in autistic individuals from children and adult populations. Through a systematic process, 36 studies were identified. These studies focused on improving home-based oral care skills and routines and reducing fear, anxiety, and/or negative behaviors in the dental clinic. Studies incorporated different types of techniques for facilitating oral care practice, including preparatory interventions to support home-based hygiene activities or improve an approaching dental encounter (n = 29), most often using visual aids, and/or strategies to manage behavioral difficulties exhibited in the dental office (n = 17). Some studies used both approaches (n = 10), combining visual aids prior to a visit with behavior management. Using an evidence-based rubric, we reviewed the methodological quality of the studies and found that most were only "adequate" (n = 8) or "weak" (n = 23) in reporting their evidence. This review has two key findings: (1) there is support for preparatory home-based visual interventions to improve toothbrushing and/or ready patients for dental visits; and (2) distraction or sensory-reducing interventions may also improve experiences in the dental clinic. Only one study purposefully recruited autistic adults, and no studies included intervention elements tailored to race/ethnicity, culture, and/or socioeconomic status. This review highlights the need for more studies investigating the impact of oral care-related interventions for autistic individuals of all ages and identifies a gap in interventions for autistic adults and those from minoritized populations. En ligne : https://dx.doi.org/10.1177/13623613241260171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Oral care interventions for autistic individuals: A systematic review [Texte imprimé et/ou numérique] / Lucía I FLORÍNDEZ, Auteur ; Dominique H COMO, Auteur ; Evelyn LAW, Auteur ; Christine F TRAN, Auteur ; Robert JOHNSON, Auteur ; José C POLIDO, Auteur ; Sharon A CERMAK, Auteur ; Leah I STEIN DUKER, Auteur . - p.41-52. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.41-52 Mots-clés : autism  dental  oral care  oral health  systematic review Index. décimale : PER Périodiques Résumé : Oral care-related challenges are well documented in the autistic community. This review examined interventions designed to improve oral health in autistic individuals across the lifespan. Through a systematic process, 36 studies were identified which focused on improving home-based oral care skills and routines, and reducing fear, anxiety, and/or negative behaviors in the dental clinic. Studies incorporated preparatory interventions to support home-based hygiene activities or improve an approaching dental encounter (n = 29), most often using visual aids, and/or strategies to manage behavioral difficulties exhibited in the dental office (n = 17). Some studies used both approaches (n = 10), combining visual aids prior to a visit with behavior management in the dental office. Using an evidence-based rubric, methodological quality of most articles was only "adequate" (n = 8) or "weak" (n = 23). Findings provide preliminary support for preparatory home-based visual interventions to improve toothbrushing and/or ready patients for dental visits, and distraction or sensory-reducing interventions to improve experiences in the dental clinic. Only one study purposefully recruited autistic adults and no studies included intervention elements tailored to race/ethnicity, culture, and/or socioeconomic status. This review highlights the need for high-quality studies investigating the impact of oral care-related interventions for autistic individuals and identifies a gap in interventions for autistic adults and those from minoritized populations.Lay abstractOral care-related challenges are well documented in the autistic community; dental care remains one of the most prevalent unmet health needs among autistic individuals. This review examined interventions designed to improve oral health in autistic individuals from children and adult populations. Through a systematic process, 36 studies were identified. These studies focused on improving home-based oral care skills and routines and reducing fear, anxiety, and/or negative behaviors in the dental clinic. Studies incorporated different types of techniques for facilitating oral care practice, including preparatory interventions to support home-based hygiene activities or improve an approaching dental encounter (n = 29), most often using visual aids, and/or strategies to manage behavioral difficulties exhibited in the dental office (n = 17). Some studies used both approaches (n = 10), combining visual aids prior to a visit with behavior management. Using an evidence-based rubric, we reviewed the methodological quality of the studies and found that most were only "adequate" (n = 8) or "weak" (n = 23) in reporting their evidence. This review has two key findings: (1) there is support for preparatory home-based visual interventions to improve toothbrushing and/or ready patients for dental visits; and (2) distraction or sensory-reducing interventions may also improve experiences in the dental clinic. Only one study purposefully recruited autistic adults, and no studies included intervention elements tailored to race/ethnicity, culture, and/or socioeconomic status. This review highlights the need for more studies investigating the impact of oral care-related interventions for autistic individuals of all ages and identifies a gap in interventions for autistic adults and those from minoritized populations. En ligne : https://dx.doi.org/10.1177/13623613241260171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Self-compassion, mental health, and parenting: Comparing parents of autistic and non-autistic children / Kaixin LIANG in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.53-63 Titre : Self-compassion, mental health, and parenting: Comparing parents of autistic and non-autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Kaixin LIANG, Auteur ; Kelly Ka LAI LAM, Auteur ; Liuyue HUANG, Auteur ; Xiuyun LIN, Auteur ; Zhiyong WANG, Auteur ; Honghai LIU, Auteur ; Peilian CHI, Auteur Article en page(s) : p.53-63 Langues : Anglais (eng) Mots-clés : autism  mental health  parenting  self-compassion Index. décimale : PER Périodiques Résumé : Parenting stress experienced by parents of autistic children is well-documented. Recent evidence suggests that self-compassion may be a protective factor against parenting stress. However, it?s not clear how self-compassion contributes to better parenting outcomes. This study examined the associations among self-compassion, mental health (ill-being and well-being indicators), and parenting experience (parenting stress and parenting competence) in 178 parents of autistic children and 178 parents of non-autistic children. Results indicated that parents of autistic children had lower levels of self-compassion compared to parents of non-autistic children. In both groups of parents, self-compassion was linked to lower levels of ill-being and high levels of well-being, and directly related to higher levels of parenting competence. In parents of non-autistic children, both ill-being and well-being acted as mediators in the relationships between self-compassion and parenting outcomes. However, in parents of autistic children, only well-being (but not ill-being) mediated the relationships between self-compassion and parenting outcomes. These findings underscore the importance of promoting self-compassion and well-being to enhance parenting experiences for parents of autistic children.Lay abstractParenting can be challenging for any parent, particularly for those parenting autistic children. Research has shown that being kind, accepting, and mindful toward oneself during suffering, a concept known as self-compassion, can help enhance mental health. However, it is not fully understood how self-compassion benefits parenting experiences for parents of autistic children. Therefore, we conducted a study involving 178 parents of autistic children and 178 of autistic children to explore the associations between self-compassion, mental health, and parenting experiences. We found that parents of autistic children reported less self-compassion compared to parents of non-autistic children. For both groups of parents, self-compassion was linked to lower levels of ill-being and parenting stress, as well as higher levels of well-being and parenting competence. In parents of non-autistic children, both ill-being and well-being played a mediating role in the relationship between self-compassion and parenting experiences. However, in parents of autistic children, only well-being was found to mediate this relationship. These findings emphasize the importance of self-compassion and well-being in improving parenting experiences for parents of autistic children. En ligne : https://dx.doi.org/10.1177/13623613241286683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Self-compassion, mental health, and parenting: Comparing parents of autistic and non-autistic children [Texte imprimé et/ou numérique] / Kaixin LIANG, Auteur ; Kelly Ka LAI LAM, Auteur ; Liuyue HUANG, Auteur ; Xiuyun LIN, Auteur ; Zhiyong WANG, Auteur ; Honghai LIU, Auteur ; Peilian CHI, Auteur . - p.53-63. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.53-63 Mots-clés : autism  mental health  parenting  self-compassion Index. décimale : PER Périodiques Résumé : Parenting stress experienced by parents of autistic children is well-documented. Recent evidence suggests that self-compassion may be a protective factor against parenting stress. However, it?s not clear how self-compassion contributes to better parenting outcomes. This study examined the associations among self-compassion, mental health (ill-being and well-being indicators), and parenting experience (parenting stress and parenting competence) in 178 parents of autistic children and 178 parents of non-autistic children. Results indicated that parents of autistic children had lower levels of self-compassion compared to parents of non-autistic children. In both groups of parents, self-compassion was linked to lower levels of ill-being and high levels of well-being, and directly related to higher levels of parenting competence. In parents of non-autistic children, both ill-being and well-being acted as mediators in the relationships between self-compassion and parenting outcomes. However, in parents of autistic children, only well-being (but not ill-being) mediated the relationships between self-compassion and parenting outcomes. These findings underscore the importance of promoting self-compassion and well-being to enhance parenting experiences for parents of autistic children.Lay abstractParenting can be challenging for any parent, particularly for those parenting autistic children. Research has shown that being kind, accepting, and mindful toward oneself during suffering, a concept known as self-compassion, can help enhance mental health. However, it is not fully understood how self-compassion benefits parenting experiences for parents of autistic children. Therefore, we conducted a study involving 178 parents of autistic children and 178 of autistic children to explore the associations between self-compassion, mental health, and parenting experiences. We found that parents of autistic children reported less self-compassion compared to parents of non-autistic children. For both groups of parents, self-compassion was linked to lower levels of ill-being and parenting stress, as well as higher levels of well-being and parenting competence. In parents of non-autistic children, both ill-being and well-being played a mediating role in the relationship between self-compassion and parenting experiences. However, in parents of autistic children, only well-being was found to mediate this relationship. These findings emphasize the importance of self-compassion and well-being in improving parenting experiences for parents of autistic children. En ligne : https://dx.doi.org/10.1177/13623613241286683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan / Emma PRITCHARD-ROWE in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.64-75 Titre : Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan Type de document : Texte imprimé et/ou numérique Auteurs : Emma PRITCHARD-ROWE, Auteur ; Carmen DE LEMOS, Auteur ; Katie HOWARD, Auteur ; Jenny GIBSON, Auteur Article en page(s) : p.64-75 Langues : Anglais (eng) Mots-clés : assessment  autism  autistic perspectives  diagnosis  neurodiversity  play Index. décimale : PER Périodiques Résumé : Play is often included in autism diagnostic assessments. These tend to focus on 'deficits' and non-autistic interpretation of observable behaviours. In contrast, a neurodiversity-affirmative assessment approach involves centring autistic perspectives and focusing on strengths, differences and needs. Accordingly, this study was designed to focus on autistic perspectives of diagnostic assessments that incorporate play. Autism community stakeholders were consulted on the design of the study. Semi-structured interviews were conducted with 22 autistic adults aged 18-57 years who live in the United Kingdom. Interpretative phenomenological analysis was used to identify themes. Autistic adults highlighted the varying ways in which play was included in their diagnostic assessments, such as via the Autism Diagnostic Observation Schedule. Our findings highlight the importance of better adapting assessment to the heterogeneity of autism. For example, our findings question the extent to which play is useful for assessing autistic women and girls who mask. Our findings also suggest that holistic, neurodiversity-affirmative assessment practices should be adopted. Our findings support the importance of adopting a personalised approach to diagnostic assessments that use play, in addition to assessing strengths and differences as well as needs.Lay abstractPlay is often included in autism diagnostic assessments. These assessments tend to focus on negatives and how people who are not autistic interpret observable behaviours. It is important to take a neurodiversity-affirmative assessment approach. This involves focusing on what autistic people say and looking at strengths and needs. We wanted to find out how autistic adults experience diagnostic assessments that include play. We asked autistic and non-autistic people to help us design our study and interview questions. We then interviewed 22 autistic adults to find out what they think about the use of play in assessments. We used a qualitative method called interpretative phenomenological analysis to analyse the data. Autistic adults told us about the different ways play was included in their diagnostic assessments. For example, some completed a diagnostic tool called the Autism Diagnostic Observation Schedule. Autistic adults also talked about the importance of considering how autistic people are different to each other. For example, we found that play may not be useful for assessing women or girls who mask. This suggests that professionals should adopt a personalised approach to diagnostic assessments that use play catering to each person?s needs. Our findings also suggested that professionals should assess strengths and differences as well as needs. En ligne : https://dx.doi.org/10.1177/13623613241257601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan [Texte imprimé et/ou numérique] / Emma PRITCHARD-ROWE, Auteur ; Carmen DE LEMOS, Auteur ; Katie HOWARD, Auteur ; Jenny GIBSON, Auteur . - p.64-75. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.64-75 Mots-clés : assessment  autism  autistic perspectives  diagnosis  neurodiversity  play Index. décimale : PER Périodiques Résumé : Play is often included in autism diagnostic assessments. These tend to focus on 'deficits' and non-autistic interpretation of observable behaviours. In contrast, a neurodiversity-affirmative assessment approach involves centring autistic perspectives and focusing on strengths, differences and needs. Accordingly, this study was designed to focus on autistic perspectives of diagnostic assessments that incorporate play. Autism community stakeholders were consulted on the design of the study. Semi-structured interviews were conducted with 22 autistic adults aged 18-57 years who live in the United Kingdom. Interpretative phenomenological analysis was used to identify themes. Autistic adults highlighted the varying ways in which play was included in their diagnostic assessments, such as via the Autism Diagnostic Observation Schedule. Our findings highlight the importance of better adapting assessment to the heterogeneity of autism. For example, our findings question the extent to which play is useful for assessing autistic women and girls who mask. Our findings also suggest that holistic, neurodiversity-affirmative assessment practices should be adopted. Our findings support the importance of adopting a personalised approach to diagnostic assessments that use play, in addition to assessing strengths and differences as well as needs.Lay abstractPlay is often included in autism diagnostic assessments. These assessments tend to focus on negatives and how people who are not autistic interpret observable behaviours. It is important to take a neurodiversity-affirmative assessment approach. This involves focusing on what autistic people say and looking at strengths and needs. We wanted to find out how autistic adults experience diagnostic assessments that include play. We asked autistic and non-autistic people to help us design our study and interview questions. We then interviewed 22 autistic adults to find out what they think about the use of play in assessments. We used a qualitative method called interpretative phenomenological analysis to analyse the data. Autistic adults told us about the different ways play was included in their diagnostic assessments. For example, some completed a diagnostic tool called the Autism Diagnostic Observation Schedule. Autistic adults also talked about the importance of considering how autistic people are different to each other. For example, we found that play may not be useful for assessing women or girls who mask. This suggests that professionals should adopt a personalised approach to diagnostic assessments that use play catering to each person?s needs. Our findings also suggested that professionals should assess strengths and differences as well as needs. En ligne : https://dx.doi.org/10.1177/13623613241257601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

The role of circadian rhythms and sleep in the aetiology of autism spectrum disorder and attention-deficit/hyperactivity disorder: New evidence from bidirectional two-sample Mendelian randomization analysis / Xiaotian DAI in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.76-86 Titre : The role of circadian rhythms and sleep in the aetiology of autism spectrum disorder and attention-deficit/hyperactivity disorder: New evidence from bidirectional two-sample Mendelian randomization analysis Type de document : Texte imprimé et/ou numérique Auteurs : Xiaotian DAI, Auteur ; Gareth J. WILLIAMS, Auteur ; John A. GROEGER, Auteur ; Gary JONES, Auteur ; Keeley BROOKES, Auteur ; Wei ZHOU, Auteur ; Jing HUA, Auteur ; Wenchong DU, Auteur Article en page(s) : p.76-86 Langues : Anglais (eng) Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  chronotype  circadian rhythm  Mendelian randomization  sleep disorder Index. décimale : PER Périodiques Résumé : Increasing evidence highlights the role of disrupted circadian rhythms in the neural dysfunctions and sleep disturbances observed in autism spectrum disorder and attention-deficit/hyperactivity disorder. However, the causality and directionality of these associations remain unclear. In this study, we employed a bidirectional two-sample Mendelian randomization framework, leveraging genome-wide association study data from the UK Biobank (n = 85,670) and FinnGen (n = 377,277). Genetic variants served as instrumental variables to infer causation, and objective accelerometer-derived metrics identified circadian rhythm and sleep genetic instruments. The results showed that the timing of the most active 10?h was significantly linked to higher odds of autism spectrum disorder and attention-deficit/hyperactivity disorder. Independently, higher sleep efficiency predicted a lower risk of autism spectrum disorder, while attention-deficit/hyperactivity disorder was linked to an increase in nocturnal sleep episodes. Heterogeneity and sensitivity analyses confirmed these findings. Our study establishes causal links between circadian alterations and autism spectrum disorder and attention-deficit/hyperactivity disorder, distinguishing the independent and protective role of sleep efficiency in autism spectrum disorder from circadian rhythms. In attention-deficit/hyperactivity disorder, however, disrupted sleep appears as a consequence, not a cause. These insights highlight divergent interactions with sleep factors in autism spectrum disorder and attention-deficit/hyperactivity disorder, laying the groundwork for tailored therapeutic strategies that recognize the distinct influences of sleep quality and circadian rhythms in each disorder.Lay abstractResearch shows that people with autism spectrum disorder and attention-deficit/hyperactivity disorder often have sleep issues and problems with the body?s natural daily rhythms, known as circadian rhythms. By exploring the genetic variants associated with these rhythms and the conditions, this study reveals that these rhythm changes and sleep patterns are directly linked to autism spectrum disorder and attention-deficit/hyperactivity disorder. It found that the timing of one?s most active hours can increase the likelihood of having both autism spectrum disorder and attention-deficit/hyperactivity disorder. Importantly, it also shows that good sleep quality might protect against autism spectrum disorder, while disturbed sleep in people with attention-deficit/hyperactivity disorder seems to be a result rather than the cause of the condition. This understanding can help doctors and researchers develop better treatment approaches that focus on the specific ways sleep and body rhythms affect those with autism spectrum disorder and attention-deficit/hyperactivity disorder, considering their unique associations with circadian rhythms and sleep patterns. Understanding these unique links can lead to more effective, personalized care for those affected by these conditions. En ligne : https://dx.doi.org/10.1177/13623613241258546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] The role of circadian rhythms and sleep in the aetiology of autism spectrum disorder and attention-deficit/hyperactivity disorder: New evidence from bidirectional two-sample Mendelian randomization analysis [Texte imprimé et/ou numérique] / Xiaotian DAI, Auteur ; Gareth J. WILLIAMS, Auteur ; John A. GROEGER, Auteur ; Gary JONES, Auteur ; Keeley BROOKES, Auteur ; Wei ZHOU, Auteur ; Jing HUA, Auteur ; Wenchong DU, Auteur . - p.76-86. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.76-86 Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  chronotype  circadian rhythm  Mendelian randomization  sleep disorder Index. décimale : PER Périodiques Résumé : Increasing evidence highlights the role of disrupted circadian rhythms in the neural dysfunctions and sleep disturbances observed in autism spectrum disorder and attention-deficit/hyperactivity disorder. However, the causality and directionality of these associations remain unclear. In this study, we employed a bidirectional two-sample Mendelian randomization framework, leveraging genome-wide association study data from the UK Biobank (n = 85,670) and FinnGen (n = 377,277). Genetic variants served as instrumental variables to infer causation, and objective accelerometer-derived metrics identified circadian rhythm and sleep genetic instruments. The results showed that the timing of the most active 10?h was significantly linked to higher odds of autism spectrum disorder and attention-deficit/hyperactivity disorder. Independently, higher sleep efficiency predicted a lower risk of autism spectrum disorder, while attention-deficit/hyperactivity disorder was linked to an increase in nocturnal sleep episodes. Heterogeneity and sensitivity analyses confirmed these findings. Our study establishes causal links between circadian alterations and autism spectrum disorder and attention-deficit/hyperactivity disorder, distinguishing the independent and protective role of sleep efficiency in autism spectrum disorder from circadian rhythms. In attention-deficit/hyperactivity disorder, however, disrupted sleep appears as a consequence, not a cause. These insights highlight divergent interactions with sleep factors in autism spectrum disorder and attention-deficit/hyperactivity disorder, laying the groundwork for tailored therapeutic strategies that recognize the distinct influences of sleep quality and circadian rhythms in each disorder.Lay abstractResearch shows that people with autism spectrum disorder and attention-deficit/hyperactivity disorder often have sleep issues and problems with the body?s natural daily rhythms, known as circadian rhythms. By exploring the genetic variants associated with these rhythms and the conditions, this study reveals that these rhythm changes and sleep patterns are directly linked to autism spectrum disorder and attention-deficit/hyperactivity disorder. It found that the timing of one?s most active hours can increase the likelihood of having both autism spectrum disorder and attention-deficit/hyperactivity disorder. Importantly, it also shows that good sleep quality might protect against autism spectrum disorder, while disturbed sleep in people with attention-deficit/hyperactivity disorder seems to be a result rather than the cause of the condition. This understanding can help doctors and researchers develop better treatment approaches that focus on the specific ways sleep and body rhythms affect those with autism spectrum disorder and attention-deficit/hyperactivity disorder, considering their unique associations with circadian rhythms and sleep patterns. Understanding these unique links can lead to more effective, personalized care for those affected by these conditions. En ligne : https://dx.doi.org/10.1177/13623613241258546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Social connectedness and loneliness in school for autistic and allistic children / Yung-Ting TSOU in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.87-101 Titre : Social connectedness and loneliness in school for autistic and allistic children Type de document : Texte imprimé et/ou numérique Auteurs : Yung-Ting TSOU, Auteur ; Maedeh NASRI, Auteur ; Boya LI, Auteur ; Els M A BLIJD-HOOGEWYS, Auteur ; Mitra BARATCHI, Auteur ; Alexander KOUTAMANIS, Auteur ; Carolien RIEFFE, Auteur Article en page(s) : p.87-101 Langues : Anglais (eng) Mots-clés : autism  individual differences  loneliness  school climate  social connectedness Index. décimale : PER Périodiques Résumé : Autistic children are often reported less socially connected, while recent studies show autistic children experiencing more loneliness in school than allistic (i.e. non-autistic) children, contradicting the traditional view that autistic children lack social motivation. This study aimed to understand individual differences in how social connectedness is construed, between and within groups of autistic and allistic pupils, using a multimethod approach. Forty-seven autistic and 52 neurodiverse-allistic classmates from two special primary schools participated (8-13?years). Proximity sensors worn by pupils on playgrounds during recess measured (1) total time in face-to-face contacts, (2) number of contact partners, and (3) centrality in playground networks. Peer reports measured (4) reciprocal friendships and (5) centrality in classmate networks. To evaluate their feelings of connectedness, pupils rated the level of loneliness in school. Compared with allistic pupils, autistic pupils had fewer reciprocal friendships, but similar total time in social contacts, number of partners, classmate/playground centrality, and levels of loneliness. Lower levels of loneliness related to higher classmate centrality in autistic children, but longer time in social contacts in allistic children. For these autistic children, being liked as part of a peer group seems essential. Understanding relevant differences in children?s needs could lead to a more welcoming school climate.Lay abstractMany previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13?years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children?s needs can lead to a more effective design for a welcoming school climate. En ligne : https://dx.doi.org/10.1177/13623613241259932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Social connectedness and loneliness in school for autistic and allistic children [Texte imprimé et/ou numérique] / Yung-Ting TSOU, Auteur ; Maedeh NASRI, Auteur ; Boya LI, Auteur ; Els M A BLIJD-HOOGEWYS, Auteur ; Mitra BARATCHI, Auteur ; Alexander KOUTAMANIS, Auteur ; Carolien RIEFFE, Auteur . - p.87-101. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.87-101 Mots-clés : autism  individual differences  loneliness  school climate  social connectedness Index. décimale : PER Périodiques Résumé : Autistic children are often reported less socially connected, while recent studies show autistic children experiencing more loneliness in school than allistic (i.e. non-autistic) children, contradicting the traditional view that autistic children lack social motivation. This study aimed to understand individual differences in how social connectedness is construed, between and within groups of autistic and allistic pupils, using a multimethod approach. Forty-seven autistic and 52 neurodiverse-allistic classmates from two special primary schools participated (8-13?years). Proximity sensors worn by pupils on playgrounds during recess measured (1) total time in face-to-face contacts, (2) number of contact partners, and (3) centrality in playground networks. Peer reports measured (4) reciprocal friendships and (5) centrality in classmate networks. To evaluate their feelings of connectedness, pupils rated the level of loneliness in school. Compared with allistic pupils, autistic pupils had fewer reciprocal friendships, but similar total time in social contacts, number of partners, classmate/playground centrality, and levels of loneliness. Lower levels of loneliness related to higher classmate centrality in autistic children, but longer time in social contacts in allistic children. For these autistic children, being liked as part of a peer group seems essential. Understanding relevant differences in children?s needs could lead to a more welcoming school climate.Lay abstractMany previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13?years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children?s needs can lead to a more effective design for a welcoming school climate. En ligne : https://dx.doi.org/10.1177/13623613241259932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Parent and professional perspectives on implementing the Pediatric Autism Communication Therapy: A mixed-methods analysis / Matea BALABANOVSKA in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.102-117 Titre : Parent and professional perspectives on implementing the Pediatric Autism Communication Therapy: A mixed-methods analysis Type de document : Texte imprimé et/ou numérique Auteurs : Matea BALABANOVSKA, Auteur ; Kathy LEADBITTER, Auteur ; Lucie JUREK, Auteur ; Flavia MENGARELLI, Auteur ; Bruno FALISSARD, Auteur ; Neo NGAN, Auteur ; Catherine ALDRED, Auteur ; Jonathan GREEN, Auteur ; Marie-Maude GEOFFRAY, Auteur Article en page(s) : p.102-117 Langues : Anglais (eng) Mots-clés : autism  implementation  intervention  parent-mediated therapy  professional training Index. décimale : PER Périodiques Résumé : This study examined factors of implementation in clinical practice across the world of the Pediatric Autism Communication Therapy, an evidence-based parent-mediated therapy. Data were gathered via a survey administered to professionals trained in Pediatric Autism Communication Therapy and parents with whom they worked. The study was a mixed-method design informed by the Consolidated Framework for Implementation Research. Over 70% of the practitioners recorded the intent to implement therapy after Pediatric Autism Communication Therapy training. Implementation was more likely if the practitioner saw mostly autistic children within their work (odds ratios ? 5), was easier with new referrals, and with peer support from colleagues and managers, allowing scheduling flexibility. The main barriers for practitioners were time (sessions > 1?h), suitable video equipment, low parental self-reflection abilities and family stress. Parents rated the feasibility of learning and using Pediatric Autism Communication Therapy in daily life highly (median = 5.4; interquartile range =?4.5, 6.8; range = 1-7) and delivered home-based practice a median of 4 days per week (daily practice recommended). The facilitators of implementation for parents included positive regard for the features of the Pediatric Autism Communication Therapy method (video reflection, parental empowerment, and play-based practice). The barriers for parents were mostly related to time availability. These results outline the importance of family and system-context factors necessary for successful parent-mediated therapy implementation.Lay AbstractFactors influencing the implementation of parent-mediated intervention are insufficiently studied. This study examines for the first-time factors of implementation into clinical practice across the world of Pediatric Autism Communication Therapy, an internationally disseminated, evidence-based, parent-mediated therapy. From both the parents' and the professionals' perspectives, parents attitudes (e.g. self-reflection abilities and videotaping management) and life-circumstances (e.g. stressed families condition and time) were central factors. In this type of therapy, the target is a child?s development; still, this improvement is dependent on the parent?s behavior when interacting with their child. What?s more, Pediatric Autism Communication Therapy method (video reflection, empowerment of parent, play-based) was enabler according to most of the parents. And more, most professionals report factors linked to the Implementation Process that is planning, execution, reflection and assessment in implementation of a new therapy. Indeed, the professionals underlined barriers related to the population seen in practice, flexibility of schedule, support from colleagues and manager. All these factors could be improved and addressed with a formal implementation plan including factors related to the parents of each country. En ligne : https://dx.doi.org/10.1177/13623613241262943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Parent and professional perspectives on implementing the Pediatric Autism Communication Therapy: A mixed-methods analysis [Texte imprimé et/ou numérique] / Matea BALABANOVSKA, Auteur ; Kathy LEADBITTER, Auteur ; Lucie JUREK, Auteur ; Flavia MENGARELLI, Auteur ; Bruno FALISSARD, Auteur ; Neo NGAN, Auteur ; Catherine ALDRED, Auteur ; Jonathan GREEN, Auteur ; Marie-Maude GEOFFRAY, Auteur . - p.102-117. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.102-117 Mots-clés : autism  implementation  intervention  parent-mediated therapy  professional training Index. décimale : PER Périodiques Résumé : This study examined factors of implementation in clinical practice across the world of the Pediatric Autism Communication Therapy, an evidence-based parent-mediated therapy. Data were gathered via a survey administered to professionals trained in Pediatric Autism Communication Therapy and parents with whom they worked. The study was a mixed-method design informed by the Consolidated Framework for Implementation Research. Over 70% of the practitioners recorded the intent to implement therapy after Pediatric Autism Communication Therapy training. Implementation was more likely if the practitioner saw mostly autistic children within their work (odds ratios ? 5), was easier with new referrals, and with peer support from colleagues and managers, allowing scheduling flexibility. The main barriers for practitioners were time (sessions > 1?h), suitable video equipment, low parental self-reflection abilities and family stress. Parents rated the feasibility of learning and using Pediatric Autism Communication Therapy in daily life highly (median = 5.4; interquartile range =?4.5, 6.8; range = 1-7) and delivered home-based practice a median of 4 days per week (daily practice recommended). The facilitators of implementation for parents included positive regard for the features of the Pediatric Autism Communication Therapy method (video reflection, parental empowerment, and play-based practice). The barriers for parents were mostly related to time availability. These results outline the importance of family and system-context factors necessary for successful parent-mediated therapy implementation.Lay AbstractFactors influencing the implementation of parent-mediated intervention are insufficiently studied. This study examines for the first-time factors of implementation into clinical practice across the world of Pediatric Autism Communication Therapy, an internationally disseminated, evidence-based, parent-mediated therapy. From both the parents' and the professionals' perspectives, parents attitudes (e.g. self-reflection abilities and videotaping management) and life-circumstances (e.g. stressed families condition and time) were central factors. In this type of therapy, the target is a child?s development; still, this improvement is dependent on the parent?s behavior when interacting with their child. What?s more, Pediatric Autism Communication Therapy method (video reflection, empowerment of parent, play-based) was enabler according to most of the parents. And more, most professionals report factors linked to the Implementation Process that is planning, execution, reflection and assessment in implementation of a new therapy. Indeed, the professionals underlined barriers related to the population seen in practice, flexibility of schedule, support from colleagues and manager. All these factors could be improved and addressed with a formal implementation plan including factors related to the parents of each country. En ligne : https://dx.doi.org/10.1177/13623613241262943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Trajectories of positive affect in autistic individuals during the transition to adulthood / James B MCCAULEY in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.118-129 Titre : Trajectories of positive affect in autistic individuals during the transition to adulthood Type de document : Texte imprimé et/ou numérique Auteurs : James B MCCAULEY, Auteur ; Elaine B CLARKE, Auteur ; Hillary K SCHILTZ, Auteur ; Catherine LORD, Auteur Article en page(s) : p.118-129 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  developmental trajectories  quality of life Index. décimale : PER Périodiques Résumé : Longitudinal analyses have revealed informative patterns about health, mental health, adaptive skills, autism symptoms, and social skills during the transition to adulthood for autistic individuals. This study expands on these findings by investigating the trajectories of positive affect from age 15 to 30?years using a heterogeneous cohort (n = 253) of individuals first referred for autism at an early age. Group-based trajectory modeling was used to identify commonalities in trajectories using both caregiver-reported and self-reported positive affect. We analyzed differences between these trajectory groups on demographic and behavioral measures, as well as indices of adult functioning characterized for either higher and lower cognitive abilities. Caregiver-reported values revealed four different patterns of stability and change, and self-reported values revealed three distinct patterns of stability and change with variable intercepts. These trajectory groups differed by autism severity, intelligence quotient, daily living skills, and different indices of adult outcomes, including social relationships, work, and activity engagement. There were some differences in trajectory shape by reporter, with agreement between caregiver-report and self-report being limited after age 23?years. The results of this study have implications for how we measure subjective indices of experience across the spectrum of cognitive abilities present in autism.Lay AbstractRecent research has revealed informative patterns about health, mental health, self-help skills, autism symptoms, and social skills during the transition to adulthood for autistic individuals. This study expands on these findings by examining how positive affect (e.g. excited) changes from age 15 to 30?years using a group of individuals first referred for autism at an early age. We also examined the agreement between caregiver-report and self-report on positive affect. We found different patterns of stability and change in positive affect across the transition to adulthood that related to differences in autism severity, cognitive abilities, self-help skills, as well as social and work participation in adulthood. The agreement between caregiver-report and self-report was strong in adolescence but became much weaker after the individuals were 23?years. These results have implications for how we measure happiness, positive emotions, or other internal experiences of autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613241263902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Trajectories of positive affect in autistic individuals during the transition to adulthood [Texte imprimé et/ou numérique] / James B MCCAULEY, Auteur ; Elaine B CLARKE, Auteur ; Hillary K SCHILTZ, Auteur ; Catherine LORD, Auteur . - p.118-129. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.118-129 Mots-clés : adults  autism spectrum disorders  developmental trajectories  quality of life Index. décimale : PER Périodiques Résumé : Longitudinal analyses have revealed informative patterns about health, mental health, adaptive skills, autism symptoms, and social skills during the transition to adulthood for autistic individuals. This study expands on these findings by investigating the trajectories of positive affect from age 15 to 30?years using a heterogeneous cohort (n = 253) of individuals first referred for autism at an early age. Group-based trajectory modeling was used to identify commonalities in trajectories using both caregiver-reported and self-reported positive affect. We analyzed differences between these trajectory groups on demographic and behavioral measures, as well as indices of adult functioning characterized for either higher and lower cognitive abilities. Caregiver-reported values revealed four different patterns of stability and change, and self-reported values revealed three distinct patterns of stability and change with variable intercepts. These trajectory groups differed by autism severity, intelligence quotient, daily living skills, and different indices of adult outcomes, including social relationships, work, and activity engagement. There were some differences in trajectory shape by reporter, with agreement between caregiver-report and self-report being limited after age 23?years. The results of this study have implications for how we measure subjective indices of experience across the spectrum of cognitive abilities present in autism.Lay AbstractRecent research has revealed informative patterns about health, mental health, self-help skills, autism symptoms, and social skills during the transition to adulthood for autistic individuals. This study expands on these findings by examining how positive affect (e.g. excited) changes from age 15 to 30?years using a group of individuals first referred for autism at an early age. We also examined the agreement between caregiver-report and self-report on positive affect. We found different patterns of stability and change in positive affect across the transition to adulthood that related to differences in autism severity, cognitive abilities, self-help skills, as well as social and work participation in adulthood. The agreement between caregiver-report and self-report was strong in adolescence but became much weaker after the individuals were 23?years. These results have implications for how we measure happiness, positive emotions, or other internal experiences of autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613241263902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

A multi-constituent qualitative examination of facilitators and barriers to caregiver coaching for autistic children in publicly funded early intervention / Jordan ALBRIGHT in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.130-142 Titre : A multi-constituent qualitative examination of facilitators and barriers to caregiver coaching for autistic children in publicly funded early intervention Type de document : Texte imprimé et/ou numérique Auteurs : Jordan ALBRIGHT, Auteur ; Jacqueline A. SHINALL, Auteur ; Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Rinad S. BEIDAS, Auteur ; Melanie PELLECCHIA, Auteur Article en page(s) : p.130-142 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  interventions-psychosocial/behavioral  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : Caregiver coaching is an evidence-based practice for autistic children that is poorly implemented in community-based early intervention. Previous studies have identified factors that influence implementation of caregiver coaching in early intervention; however, multi-informant (e.g., caregiver, provider, leadership) qualitative research is lacking. As such, the purpose of this study was to simultaneously examine the perspectives of caregivers and early intervention providers and agency leaders for triangulation of perceived barriers and facilitators to caregiver coaching in community-based early intervention. Interviews with 36 providers, 6 agency leaders, and 20 caregivers of autistic children were conducted. We used qualitative thematic analysis to identify barriers and facilitators, which we then mapped onto the Consolidated Framework for Implementation Research post hoc. Several themes emerged, including at the outer setting level (i.e., COVID-19 pandemic), inner setting level (i.e., caregiver views toward telehealth), individual characteristic level (i.e., caregiver attitudes toward coaching, caregivers concerns preventing progress, caregiver expectations regarding services, caregiver stress), and implementation process level (i.e., caregiver and provider collaboration, caregiver and provider relationship, caregivers coordinating services, caregiver involvement, provider flexibility). We offer suggestions for implementation strategies that will increase adoption of caregiver coaching in early intervention for autistic children and their families.Lay AbstractCaregiver coaching is an evidence-based practice for young autistic children, but it is not widely used in community-based early intervention services. Previous research has explored why caregiver coaching is not widespread in early intervention, but only from the perspective of early intervention providers. Caregivers, providers, and administrators are all involved in the decision of whether to use caregiver coaching in early intervention. Therefore, it is important to include all perspectives in research regarding this practice. In this study we interviewed 20 caregivers of autistic children, 36 early intervention providers, and 6 administrators from early intervention agencies and asked questions about their perspectives regarding the use of caregiver coaching in early intervention. We did this to figure out what factors help and hinder the use of caregiver coaching in this setting and to see how caregivers, providers, and administrators agreed or disagreed on these factors. All participants agreed that caregivers' attitudes and expectations can influence whether caregiver coaching is used. In addition, all participants agreed that when caregivers and providers collaborate and have a strong working relationship, it can facilitate the use of caregiver coaching in early intervention. Other factors, such as caregiver stress and provider flexibility were also discussed. Based on these findings, we suggest strategies that can be used to possibly increase the use of caregiver coaching in early intervention for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241272993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] A multi-constituent qualitative examination of facilitators and barriers to caregiver coaching for autistic children in publicly funded early intervention [Texte imprimé et/ou numérique] / Jordan ALBRIGHT, Auteur ; Jacqueline A. SHINALL, Auteur ; Liza TOMCZUK, Auteur ; Rebecca E. STEWART, Auteur ; David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Rinad S. BEIDAS, Auteur ; Melanie PELLECCHIA, Auteur . - p.130-142. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.130-142 Mots-clés : autism spectrum disorders  interventions-psychosocial/behavioral  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : Caregiver coaching is an evidence-based practice for autistic children that is poorly implemented in community-based early intervention. Previous studies have identified factors that influence implementation of caregiver coaching in early intervention; however, multi-informant (e.g., caregiver, provider, leadership) qualitative research is lacking. As such, the purpose of this study was to simultaneously examine the perspectives of caregivers and early intervention providers and agency leaders for triangulation of perceived barriers and facilitators to caregiver coaching in community-based early intervention. Interviews with 36 providers, 6 agency leaders, and 20 caregivers of autistic children were conducted. We used qualitative thematic analysis to identify barriers and facilitators, which we then mapped onto the Consolidated Framework for Implementation Research post hoc. Several themes emerged, including at the outer setting level (i.e., COVID-19 pandemic), inner setting level (i.e., caregiver views toward telehealth), individual characteristic level (i.e., caregiver attitudes toward coaching, caregivers concerns preventing progress, caregiver expectations regarding services, caregiver stress), and implementation process level (i.e., caregiver and provider collaboration, caregiver and provider relationship, caregivers coordinating services, caregiver involvement, provider flexibility). We offer suggestions for implementation strategies that will increase adoption of caregiver coaching in early intervention for autistic children and their families.Lay AbstractCaregiver coaching is an evidence-based practice for young autistic children, but it is not widely used in community-based early intervention services. Previous research has explored why caregiver coaching is not widespread in early intervention, but only from the perspective of early intervention providers. Caregivers, providers, and administrators are all involved in the decision of whether to use caregiver coaching in early intervention. Therefore, it is important to include all perspectives in research regarding this practice. In this study we interviewed 20 caregivers of autistic children, 36 early intervention providers, and 6 administrators from early intervention agencies and asked questions about their perspectives regarding the use of caregiver coaching in early intervention. We did this to figure out what factors help and hinder the use of caregiver coaching in this setting and to see how caregivers, providers, and administrators agreed or disagreed on these factors. All participants agreed that caregivers' attitudes and expectations can influence whether caregiver coaching is used. In addition, all participants agreed that when caregivers and providers collaborate and have a strong working relationship, it can facilitate the use of caregiver coaching in early intervention. Other factors, such as caregiver stress and provider flexibility were also discussed. Based on these findings, we suggest strategies that can be used to possibly increase the use of caregiver coaching in early intervention for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241272993 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Characterizing self-reported physical activity before and during a subsequent pregnancy among parents in a familial autism cohort / Megan G BRAGG in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.143-154 Titre : Characterizing self-reported physical activity before and during a subsequent pregnancy among parents in a familial autism cohort Type de document : Texte imprimé et/ou numérique Auteurs : Megan G BRAGG, Auteur ; Olivia VESEY, Auteur ; Jorge E CHAVARRO, Auteur ; Jaime E HART, Auteur ; Loni Philip TABB, Auteur ; Marc G WEISSKOPF, Auteur ; Lisa A CROEN, Auteur ; Daniele FALLIN, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Craig NEWSCHAFFER, Auteur ; Rebecca J SCHMIDT, Auteur ; Heather VOLK, Auteur ; Kristen LYALL, Auteur Article en page(s) : p.143-154 Langues : Anglais (eng) Mots-clés : family functioning and support  quality of life  risk factor epidemiology Index. décimale : PER Périodiques Résumé : Parents of autistic children report barriers to engaging in physical activity, which may be exacerbated during subsequent pregnancies. We aimed to describe physical activity of parents caring for an autistic child, before and during a subsequent pregnancy, and to explore whether physical activity was associated with the autistic child?s Social Responsiveness Scale score, a measure of autism-related traits. We used data from the Early Autism Risk Longitudinal Investigation, in which families with an autistic child were followed through a subsequent pregnancy. Mothers (n = 245) self-reported physical activity in the 3?months before conception and during pregnancy; fathers (n = 130) reported on the 6?months prior to enrollment. Approximately 40% of nonpregnant mothers and fathers and 9.3% of pregnant mothers met Physical Activity Guidelines for Americans recommendations. Most (83.5%) pregnant mothers reported no vigorous activity; after adjustment for covariates, this was more common among mothers of children with Social Responsiveness Scale T-scores >75 compared with mothers of children with lower T-scores (adjusted odds ratio (95% confidence interval) = 2.94 (1.11, 7.78)). Among parents caring for an autistic child before and during a subsequent pregnancy, physical activity was lower than recommended. Family-based interventions may be necessary to help support physical activity levels.Lay AbstractParents of autistic children may have limited time and resources to participate in physical activity, a key aspect of health. Previous studies have been small and included mostly mothers, rather than fathers. No studies have examined physical activity in these parents during another pregnancy, when physical activity is especially important for maternal and fetal health. We aimed to fill this gap by examining physical activity levels among mothers and fathers caring for an autistic child before and during a subsequent pregnancy. We used data from a study which followed pregnant individuals who already had a child with autism. We asked mothers and fathers to report their levels of moderate and vigorous physical activity. We found that mothers and fathers of autistic children reported lower physical activity levels than the national average and were unlikely to meet Physical Activity Guidelines for Americans. Pregnant mothers were the least likely to participate in physical activity, particularly if their autistic child scored highly on a measure of autistic traits. Given that parental physical activity has benefits for parents and children, family-based interventions may be needed to help support parents' physical activity levels. En ligne : https://dx.doi.org/10.1177/13623613241273034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Characterizing self-reported physical activity before and during a subsequent pregnancy among parents in a familial autism cohort [Texte imprimé et/ou numérique] / Megan G BRAGG, Auteur ; Olivia VESEY, Auteur ; Jorge E CHAVARRO, Auteur ; Jaime E HART, Auteur ; Loni Philip TABB, Auteur ; Marc G WEISSKOPF, Auteur ; Lisa A CROEN, Auteur ; Daniele FALLIN, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Craig NEWSCHAFFER, Auteur ; Rebecca J SCHMIDT, Auteur ; Heather VOLK, Auteur ; Kristen LYALL, Auteur . - p.143-154. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.143-154 Mots-clés : family functioning and support  quality of life  risk factor epidemiology Index. décimale : PER Périodiques Résumé : Parents of autistic children report barriers to engaging in physical activity, which may be exacerbated during subsequent pregnancies. We aimed to describe physical activity of parents caring for an autistic child, before and during a subsequent pregnancy, and to explore whether physical activity was associated with the autistic child?s Social Responsiveness Scale score, a measure of autism-related traits. We used data from the Early Autism Risk Longitudinal Investigation, in which families with an autistic child were followed through a subsequent pregnancy. Mothers (n = 245) self-reported physical activity in the 3?months before conception and during pregnancy; fathers (n = 130) reported on the 6?months prior to enrollment. Approximately 40% of nonpregnant mothers and fathers and 9.3% of pregnant mothers met Physical Activity Guidelines for Americans recommendations. Most (83.5%) pregnant mothers reported no vigorous activity; after adjustment for covariates, this was more common among mothers of children with Social Responsiveness Scale T-scores >75 compared with mothers of children with lower T-scores (adjusted odds ratio (95% confidence interval) = 2.94 (1.11, 7.78)). Among parents caring for an autistic child before and during a subsequent pregnancy, physical activity was lower than recommended. Family-based interventions may be necessary to help support physical activity levels.Lay AbstractParents of autistic children may have limited time and resources to participate in physical activity, a key aspect of health. Previous studies have been small and included mostly mothers, rather than fathers. No studies have examined physical activity in these parents during another pregnancy, when physical activity is especially important for maternal and fetal health. We aimed to fill this gap by examining physical activity levels among mothers and fathers caring for an autistic child before and during a subsequent pregnancy. We used data from a study which followed pregnant individuals who already had a child with autism. We asked mothers and fathers to report their levels of moderate and vigorous physical activity. We found that mothers and fathers of autistic children reported lower physical activity levels than the national average and were unlikely to meet Physical Activity Guidelines for Americans. Pregnant mothers were the least likely to participate in physical activity, particularly if their autistic child scored highly on a measure of autistic traits. Given that parental physical activity has benefits for parents and children, family-based interventions may be needed to help support parents' physical activity levels. En ligne : https://dx.doi.org/10.1177/13623613241273034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development / Sohyun An KIM in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.155-168 Titre : The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur Article en page(s) : p.155-168 Langues : Anglais (eng) Mots-clés : autism  early childhood education  executive function  pre-kindergarten  working memory Index. décimale : PER Périodiques Résumé : Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory and school readiness. Preschool-age children with autism in the United States are entitled to pre-kindergarten (pre-K) education, yet it is unknown whether pre-K education produces long-lasting benefits in working memory. This study used a nationally representative data set to examine whether pre-K education has immediate and long-term benefits on the working memory development of children in the general sample, and whether it is particularly beneficial for autistic children?s working memory development, when controlling for SES. A series of multiple regression and interaction analyses indicated that, for the general sample, having attended pre-K predicted advanced working memory during the first 2 years of elementary school (K to first grade). Particularly for autistic children, the onset of such benefits started later, in Spring of first grade, but lasted longer, until Spring of third grade (3?years). Practical implications and future directions pertaining to capitalizing on autistic children?s cognitive potential and this protracted window of growth are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems. However, autistic children often have difficulties with working memory tasks. Also, kindergarteners on the autism spectrum tend to be less school-ready compared with their peers. In addition, children from disadvantaged backgrounds tend to struggle more with working memory and school readiness skills. All preschool-age children on the autism spectrum in the United States are entitled to pre-kindergarten (pre-K) education. However, it is unclear whether attending pre-K helps with children?s working memory development in the long run. This study tested whether attending pre-K benefits children?s working memory development in the long run. It also tested whether pre-K is especially helpful for autistic children?s working memory development. It was found that children who attended pre-K outperformed their peers who did not attend pre-K during the first 2 years of elementary school. However, after first grade, such benefits diminished. Importantly, autistic children who attended pre-K did not demonstrate advanced working memory immediately in kindergarten, but they started to outperform their autistic peers who did not attend pre-K during first grade to third grade. This finding highlights the importance of pre-K education for autistic children in particular. It is also important for educators and parents to understand autistic children?s unique learning paths that may be different from non-autistic children. This article discusses specific ways for educators to take full advantage of the long-lasting benefits of pre-K education in autistic children?s working memory development. En ligne : https://dx.doi.org/10.1177/13623613241265996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur . - p.155-168. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.155-168 Mots-clés : autism  early childhood education  executive function  pre-kindergarten  working memory Index. décimale : PER Périodiques Résumé : Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory and school readiness. Preschool-age children with autism in the United States are entitled to pre-kindergarten (pre-K) education, yet it is unknown whether pre-K education produces long-lasting benefits in working memory. This study used a nationally representative data set to examine whether pre-K education has immediate and long-term benefits on the working memory development of children in the general sample, and whether it is particularly beneficial for autistic children?s working memory development, when controlling for SES. A series of multiple regression and interaction analyses indicated that, for the general sample, having attended pre-K predicted advanced working memory during the first 2 years of elementary school (K to first grade). Particularly for autistic children, the onset of such benefits started later, in Spring of first grade, but lasted longer, until Spring of third grade (3?years). Practical implications and future directions pertaining to capitalizing on autistic children?s cognitive potential and this protracted window of growth are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems. However, autistic children often have difficulties with working memory tasks. Also, kindergarteners on the autism spectrum tend to be less school-ready compared with their peers. In addition, children from disadvantaged backgrounds tend to struggle more with working memory and school readiness skills. All preschool-age children on the autism spectrum in the United States are entitled to pre-kindergarten (pre-K) education. However, it is unclear whether attending pre-K helps with children?s working memory development in the long run. This study tested whether attending pre-K benefits children?s working memory development in the long run. It also tested whether pre-K is especially helpful for autistic children?s working memory development. It was found that children who attended pre-K outperformed their peers who did not attend pre-K during the first 2 years of elementary school. However, after first grade, such benefits diminished. Importantly, autistic children who attended pre-K did not demonstrate advanced working memory immediately in kindergarten, but they started to outperform their autistic peers who did not attend pre-K during first grade to third grade. This finding highlights the importance of pre-K education for autistic children in particular. It is also important for educators and parents to understand autistic children?s unique learning paths that may be different from non-autistic children. This article discusses specific ways for educators to take full advantage of the long-lasting benefits of pre-K education in autistic children?s working memory development. En ligne : https://dx.doi.org/10.1177/13623613241265996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Effects of autism spectrum disorder on parents labour market: Productivity loss and policy evaluation in Kazakhstan / Lyazzat KOSHERBAYEVA in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.169-181 Titre : Effects of autism spectrum disorder on parents labour market: Productivity loss and policy evaluation in Kazakhstan Type de document : Texte imprimé et/ou numérique Auteurs : Lyazzat KOSHERBAYEVA, Auteur ; Laura KOZHAGELDIYEVA, Auteur ; Yolanda PENA-BOQUETE, Auteur ; Aizhan SAMAMBAYEVA, Auteur ; Maria SEREDENKO, Auteur Article en page(s) : p.169-181 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  employment status  indirect costs  labour market  policy simulation  productivity loss Index. décimale : PER Périodiques Résumé : Kazakhstan has witnessed a significant increase in the number of Autism Spectrum Disorder cases due to the implementation of mechanisms for early detection. At the same time, the government has implemented various policies to address the impact of Autism Spectrum Disorder on the labour market, especially for parents of children with Autism Spectrum Disorder and registered disability status. However, the effectiveness of these policies needs to be evaluated. Therefore, this article aims to estimate the loss of productivity, specifically the labour market cost of Autism Spectrum Disorders in Kazakhstan in 2022, by calculating the cost of non-working for parents of children with Autism Spectrum Disorder. To achieve this goal, we integrate data from official sources and a survey conducted by the project team to estimate the loss of productivity using human capital models. In addition, we conduct policy simulations to assess the impact of the recent policies implemented in Kazakhstan to mitigate the effects of Autism Spectrum Disorder on parents' working experience. Our results reveal that the productivity loss is substantial, being mothers of children with Autism Spectrum Disorder and disability particularly affected. Furthermore, based on the outcomes of the policy simulations, it becomes evident that policies solely targeting parents of children with Autism Spectrum Disorder and disability are insufficient to address the labour market gaps and the consequent loss of productivity.Lay abstractKazakhstan has witnessed a significant increase in the number of Autism Spectrum Disorder cases due to the implementation of mechanisms for early detection. However, despite these efforts, accessing quality services and effective interventions for individuals with Autism Spectrum Disorder remains challenging. While the government has implemented various policies to address the impact of Autism Spectrum Disorder on the labour market, especially for those with disabilities, the effectiveness of these policies needs to be evaluated. Therefore, this article aims to estimate the loss of productivity by calculating the cost of non-working for parents of children with Autism Spectrum Disorder. To achieve this goal, we combine data from official sources with data from our own survey to estimate the loss of productivity using human capital models. In addition, we conduct policy simulations to assess the impact of the existing policy implemented in Kazakhstan that recognises the time of caring for children with Autism Spectrum Disorder and disability as working in the paid labour market. Our results reveal that the productivity loss is substantial, with mothers of children with Autism Spectrum Disorder being particularly affected. Furthermore, based on the outcomes of the policy simulations, it becomes evident that policies solely targeting parents of children with Autism Spectrum Disorder and disability are insufficient to address the labour market gaps and the consequent loss of productivity. To effectively mitigate the impact of Autism Spectrum Disorder in the labour market, a more comprehensive approach is needed. This approach should encompass a broader range of interventions and support mechanisms, including those for individuals without disabilities and parents of children with Autism Spectrum Disorder. En ligne : https://dx.doi.org/10.1177/13623613241273042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Effects of autism spectrum disorder on parents labour market: Productivity loss and policy evaluation in Kazakhstan [Texte imprimé et/ou numérique] / Lyazzat KOSHERBAYEVA, Auteur ; Laura KOZHAGELDIYEVA, Auteur ; Yolanda PENA-BOQUETE, Auteur ; Aizhan SAMAMBAYEVA, Auteur ; Maria SEREDENKO, Auteur . - p.169-181. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.169-181 Mots-clés : autism spectrum disorder  employment status  indirect costs  labour market  policy simulation  productivity loss Index. décimale : PER Périodiques Résumé : Kazakhstan has witnessed a significant increase in the number of Autism Spectrum Disorder cases due to the implementation of mechanisms for early detection. At the same time, the government has implemented various policies to address the impact of Autism Spectrum Disorder on the labour market, especially for parents of children with Autism Spectrum Disorder and registered disability status. However, the effectiveness of these policies needs to be evaluated. Therefore, this article aims to estimate the loss of productivity, specifically the labour market cost of Autism Spectrum Disorders in Kazakhstan in 2022, by calculating the cost of non-working for parents of children with Autism Spectrum Disorder. To achieve this goal, we integrate data from official sources and a survey conducted by the project team to estimate the loss of productivity using human capital models. In addition, we conduct policy simulations to assess the impact of the recent policies implemented in Kazakhstan to mitigate the effects of Autism Spectrum Disorder on parents' working experience. Our results reveal that the productivity loss is substantial, being mothers of children with Autism Spectrum Disorder and disability particularly affected. Furthermore, based on the outcomes of the policy simulations, it becomes evident that policies solely targeting parents of children with Autism Spectrum Disorder and disability are insufficient to address the labour market gaps and the consequent loss of productivity.Lay abstractKazakhstan has witnessed a significant increase in the number of Autism Spectrum Disorder cases due to the implementation of mechanisms for early detection. However, despite these efforts, accessing quality services and effective interventions for individuals with Autism Spectrum Disorder remains challenging. While the government has implemented various policies to address the impact of Autism Spectrum Disorder on the labour market, especially for those with disabilities, the effectiveness of these policies needs to be evaluated. Therefore, this article aims to estimate the loss of productivity by calculating the cost of non-working for parents of children with Autism Spectrum Disorder. To achieve this goal, we combine data from official sources with data from our own survey to estimate the loss of productivity using human capital models. In addition, we conduct policy simulations to assess the impact of the existing policy implemented in Kazakhstan that recognises the time of caring for children with Autism Spectrum Disorder and disability as working in the paid labour market. Our results reveal that the productivity loss is substantial, with mothers of children with Autism Spectrum Disorder being particularly affected. Furthermore, based on the outcomes of the policy simulations, it becomes evident that policies solely targeting parents of children with Autism Spectrum Disorder and disability are insufficient to address the labour market gaps and the consequent loss of productivity. To effectively mitigate the impact of Autism Spectrum Disorder in the labour market, a more comprehensive approach is needed. This approach should encompass a broader range of interventions and support mechanisms, including those for individuals without disabilities and parents of children with Autism Spectrum Disorder. En ligne : https://dx.doi.org/10.1177/13623613241273042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Trajectories of psychological distress for Australian fathers parenting a child on the autism spectrum: Evidence from early childhood to adolescence / Monique SEYMOUR in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.182-194 Titre : Trajectories of psychological distress for Australian fathers parenting a child on the autism spectrum: Evidence from early childhood to adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Monique SEYMOUR, Auteur ; Laura PECORA, Auteur ; Grace MCMAHON, Auteur ; Catherine E WOOD, Auteur ; Mark FEINBERG, Auteur ; Rob HOCK, Auteur ; Rebecca GIALLO, Auteur Article en page(s) : p.182-194 Langues : Anglais (eng) Mots-clés : autism  father  mental health  psychological distress  trajectory Index. décimale : PER Périodiques Résumé : Most research on the mental health of fathers with children on the autism spectrum has been cross-sectional. Little is currently known about the trajectories of fathers' mental health across their parenting journey. Using longitudinal latent class analysis, this study aimed to: (1) report on the estimates of fathers' psychological distress across six timepoints, from when their children were aged 4-14?years; (2) identify classes of fathers as defined by their trajectory of distress over time; and (3) identify early psychosocial risk factors associated with the identified trajectories of psychological distress. Participants were 281 fathers of children on the autism spectrum who participated in the Longitudinal Study of Australian Children. Longitudinal latent profile analysis across the six timepoints of data identified a two-class model best fit the data, with profiles reflecting minimal distress (n = 236, 84%) and elevated and increasing distress (n = 45, 16%). Regression analysis revealed ongoing medical conditions and heightened interparental conflict as significant predictors to sustained psychological distress. Findings highlight that psychological distress persists for a substantial portion of fathers throughout their child?s development. Strengthening fathers' physical health and enhancing the couple relationship are potential avenues for positively impacting fathers' long-term mental health.Lay AbstractThis study explores the mental health journey of fathers with children on the autism spectrum. Little is known about mental health over time for these fathers. This research spans six-timepoints from when children were aged 4 to 14?years, to track fathers' mental health. This study had three aims: (1) report estimates of fathers' psychological distress across 10?years of child development; (2) identify separate courses of psychological distress over time; and (3) identify early risk factors associated with these courses. This study used data from 281 fathers of children on the autism spectrum who took part in the Longitudinal Study of Australian Children. Using a statistical method to group fathers based on their psychological distress scores over 10?years of child development, the results showed that two groups best explained the data; this included a group of fathers who experienced low levels of psychological distress over the 10?years of child development (84%), and another group of fathers who experienced heightened psychological distress across this time (16%). Further analysis showed that fathers who had an ongoing medical condition and higher levels of interparental conflict with their partners were more likely to be in the heightened psychological distress group. These findings show that almost one in six fathers deal with persistent psychological distress throughout their child?s early childhood and into early adolescence. This study advocates for interventions focusing on improving fathers' physical health and the couple relationship as ways to positively impact fathers' mental health in the long run. En ligne : https://dx.doi.org/10.1177/13623613241272005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Trajectories of psychological distress for Australian fathers parenting a child on the autism spectrum: Evidence from early childhood to adolescence [Texte imprimé et/ou numérique] / Monique SEYMOUR, Auteur ; Laura PECORA, Auteur ; Grace MCMAHON, Auteur ; Catherine E WOOD, Auteur ; Mark FEINBERG, Auteur ; Rob HOCK, Auteur ; Rebecca GIALLO, Auteur . - p.182-194. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.182-194 Mots-clés : autism  father  mental health  psychological distress  trajectory Index. décimale : PER Périodiques Résumé : Most research on the mental health of fathers with children on the autism spectrum has been cross-sectional. Little is currently known about the trajectories of fathers' mental health across their parenting journey. Using longitudinal latent class analysis, this study aimed to: (1) report on the estimates of fathers' psychological distress across six timepoints, from when their children were aged 4-14?years; (2) identify classes of fathers as defined by their trajectory of distress over time; and (3) identify early psychosocial risk factors associated with the identified trajectories of psychological distress. Participants were 281 fathers of children on the autism spectrum who participated in the Longitudinal Study of Australian Children. Longitudinal latent profile analysis across the six timepoints of data identified a two-class model best fit the data, with profiles reflecting minimal distress (n = 236, 84%) and elevated and increasing distress (n = 45, 16%). Regression analysis revealed ongoing medical conditions and heightened interparental conflict as significant predictors to sustained psychological distress. Findings highlight that psychological distress persists for a substantial portion of fathers throughout their child?s development. Strengthening fathers' physical health and enhancing the couple relationship are potential avenues for positively impacting fathers' long-term mental health.Lay AbstractThis study explores the mental health journey of fathers with children on the autism spectrum. Little is known about mental health over time for these fathers. This research spans six-timepoints from when children were aged 4 to 14?years, to track fathers' mental health. This study had three aims: (1) report estimates of fathers' psychological distress across 10?years of child development; (2) identify separate courses of psychological distress over time; and (3) identify early risk factors associated with these courses. This study used data from 281 fathers of children on the autism spectrum who took part in the Longitudinal Study of Australian Children. Using a statistical method to group fathers based on their psychological distress scores over 10?years of child development, the results showed that two groups best explained the data; this included a group of fathers who experienced low levels of psychological distress over the 10?years of child development (84%), and another group of fathers who experienced heightened psychological distress across this time (16%). Further analysis showed that fathers who had an ongoing medical condition and higher levels of interparental conflict with their partners were more likely to be in the heightened psychological distress group. These findings show that almost one in six fathers deal with persistent psychological distress throughout their child?s early childhood and into early adolescence. This study advocates for interventions focusing on improving fathers' physical health and the couple relationship as ways to positively impact fathers' mental health in the long run. En ligne : https://dx.doi.org/10.1177/13623613241272005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

The development of the Autism Stigma and Knowledge Questionnaire, Second edition (ASK-Q-2), through a cross-cultural psychometric investigation / Ashley J HARRISON in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.195-206 Titre : The development of the Autism Stigma and Knowledge Questionnaire, Second edition (ASK-Q-2), through a cross-cultural psychometric investigation Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J HARRISON, Auteur ; Matthew MADISON, Auteur ; Nilofer NAQVI, Auteur ; Karrah BOWMAN, Auteur ; Jonathan CAMPBELL, Auteur Article en page(s) : p.195-206 Langues : Anglais (eng) Mots-clés : autism  cross-cultural  knowledge  psychometrics Index. décimale : PER Périodiques Résumé : The Autism Stigma and Knowledge Questionnaire (ASK-Q) was developed and validated to assess autism knowledge across cultural contexts. Given the wide international use of the measure, the current study aimed to re-examine the measurement properties of the ASK-Q. Using a large, international database (n = 5064), psychometric analyses examined both item discrimination and differential item functioning across four countries. These analyses identified 18 items in need of examination for removal or refinement and retention. Further review by a team of autism experts identified additional changes required to minimize item stigma and increase item cross-cultural sensitivity and accuracy. These changes resulted in the ASK-Q, Second edition (ASK-Q-2), a briefer measure, that maintained the original four-factor structure and excellent internal consistency, but that now has even higher reliability for use in cross-cultural contexts.Lay abstractThe Autism Stigma and Knowledge Questionnaire (ASK-Q) was developed to assess autism knowledge across cultural contexts. The current study aimed to examine cultural equivalence of the measure using a large, international database. These analyses identified 18 items in need of examination for removal or revision. A team of autism experts recommended several additional changes to reduce stigma and increase cross-cultural sensitivity and accuracy of the items on the measure. These changes resulted in a briefer measure with maintained statistical support. En ligne : https://dx.doi.org/10.1177/13623613241270916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] The development of the Autism Stigma and Knowledge Questionnaire, Second edition (ASK-Q-2), through a cross-cultural psychometric investigation [Texte imprimé et/ou numérique] / Ashley J HARRISON, Auteur ; Matthew MADISON, Auteur ; Nilofer NAQVI, Auteur ; Karrah BOWMAN, Auteur ; Jonathan CAMPBELL, Auteur . - p.195-206. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.195-206 Mots-clés : autism  cross-cultural  knowledge  psychometrics Index. décimale : PER Périodiques Résumé : The Autism Stigma and Knowledge Questionnaire (ASK-Q) was developed and validated to assess autism knowledge across cultural contexts. Given the wide international use of the measure, the current study aimed to re-examine the measurement properties of the ASK-Q. Using a large, international database (n = 5064), psychometric analyses examined both item discrimination and differential item functioning across four countries. These analyses identified 18 items in need of examination for removal or refinement and retention. Further review by a team of autism experts identified additional changes required to minimize item stigma and increase item cross-cultural sensitivity and accuracy. These changes resulted in the ASK-Q, Second edition (ASK-Q-2), a briefer measure, that maintained the original four-factor structure and excellent internal consistency, but that now has even higher reliability for use in cross-cultural contexts.Lay abstractThe Autism Stigma and Knowledge Questionnaire (ASK-Q) was developed to assess autism knowledge across cultural contexts. The current study aimed to examine cultural equivalence of the measure using a large, international database. These analyses identified 18 items in need of examination for removal or revision. A team of autism experts recommended several additional changes to reduce stigma and increase cross-cultural sensitivity and accuracy of the items on the measure. These changes resulted in a briefer measure with maintained statistical support. En ligne : https://dx.doi.org/10.1177/13623613241270916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Use of telemediated caregiver coaching to increase access to naturalistic developmental behavioral interventions within a statewide early intervention system / Kathleen SIMCOE in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.207-221 Titre : Use of telemediated caregiver coaching to increase access to naturalistic developmental behavioral interventions within a statewide early intervention system Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen SIMCOE, Auteur ; J Alacia STAINBROOK, Auteur ; Kate T CHAZIN, Auteur ; Elaina SCHNELLE, Auteur ; Liliana WAGNER, Auteur ; Madison HOOPER, Auteur ; A Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.207-221 Langues : Anglais (eng) Mots-clés : autism  early intervention  naturalistic developmental behavioral interventions  telehealth Index. décimale : PER Périodiques Résumé : Despite the clear efficacy and appeal of naturalistic developmental behavioral interventions for families of young children, they are often difficult for families to access due to the limited availability of trained service providers. In recent years, telehealth has emerged as an effective tool for overcoming issues related to access, especially in rural and underserved communities. However, while telehealth offers a strategy to connect with families, it does not address the limited availability of trained providers. In this article, we provide an overview of a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while building the capacity of early intervention providers. Through this model, expert consultants connect to caregivers and providers via telehealth to provide information and coaching over a limited series of visits. Collectively, child, caregiver, and provider outcomes support the effectiveness, acceptability, and feasibility of this model while demonstrating that services can be provided successfully to diverse participants.Lay abstractMany families seek access to evidence-based therapy to support their child?s learning. Naturalistic developmental behavioral intervention is a set of practices that use a child?s natural motivation and interest to teach skills in everyday routines. Many families find naturalistic developmental behavioral interventions appealing and they have been proven to be effective. However, families may not be able to enroll in naturalistic developmental behavioral intervention-based programs due to the limited availability of trained service providers. Telehealth is the use of technology to engage with care providers, including doctors and therapists. Telehealth is an effective tool for improving access to services, especially for people in rural and underserved communities. Telehealth offers a way for providers to connect with families but it does not address the low numbers of trained providers. In this article, we share a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while increasing training opportunities for early intervention providers. Through this model, expert consultants worked with caregivers and providers via telehealth for a brief series of visits. During these visits, consultants taught caregivers and providers strategies based in naturalistic developmental behavioral interventions. Feedback from caregivers and providers, along with improvement in child skills, show that this model was effective and acceptable. En ligne : https://dx.doi.org/10.1177/13623613241273081 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Use of telemediated caregiver coaching to increase access to naturalistic developmental behavioral interventions within a statewide early intervention system [Texte imprimé et/ou numérique] / Kathleen SIMCOE, Auteur ; J Alacia STAINBROOK, Auteur ; Kate T CHAZIN, Auteur ; Elaina SCHNELLE, Auteur ; Liliana WAGNER, Auteur ; Madison HOOPER, Auteur ; A Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur . - p.207-221. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.207-221 Mots-clés : autism  early intervention  naturalistic developmental behavioral interventions  telehealth Index. décimale : PER Périodiques Résumé : Despite the clear efficacy and appeal of naturalistic developmental behavioral interventions for families of young children, they are often difficult for families to access due to the limited availability of trained service providers. In recent years, telehealth has emerged as an effective tool for overcoming issues related to access, especially in rural and underserved communities. However, while telehealth offers a strategy to connect with families, it does not address the limited availability of trained providers. In this article, we provide an overview of a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while building the capacity of early intervention providers. Through this model, expert consultants connect to caregivers and providers via telehealth to provide information and coaching over a limited series of visits. Collectively, child, caregiver, and provider outcomes support the effectiveness, acceptability, and feasibility of this model while demonstrating that services can be provided successfully to diverse participants.Lay abstractMany families seek access to evidence-based therapy to support their child?s learning. Naturalistic developmental behavioral intervention is a set of practices that use a child?s natural motivation and interest to teach skills in everyday routines. Many families find naturalistic developmental behavioral interventions appealing and they have been proven to be effective. However, families may not be able to enroll in naturalistic developmental behavioral intervention-based programs due to the limited availability of trained service providers. Telehealth is the use of technology to engage with care providers, including doctors and therapists. Telehealth is an effective tool for improving access to services, especially for people in rural and underserved communities. Telehealth offers a way for providers to connect with families but it does not address the low numbers of trained providers. In this article, we share a statewide model developed to increase access to naturalistic developmental behavioral interventions for families while increasing training opportunities for early intervention providers. Through this model, expert consultants worked with caregivers and providers via telehealth for a brief series of visits. During these visits, consultants taught caregivers and providers strategies based in naturalistic developmental behavioral interventions. Feedback from caregivers and providers, along with improvement in child skills, show that this model was effective and acceptable. En ligne : https://dx.doi.org/10.1177/13623613241273081 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Reduced P300 amplitude in children and adolescents with autism is associated with slowed processing speed, executive difficulties, and social-communication problems / Jonathan LASSEN in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.222-232 Titre : Reduced P300 amplitude in children and adolescents with autism is associated with slowed processing speed, executive difficulties, and social-communication problems Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan LASSEN, Auteur ; Bob ORANJE, Auteur ; Martin VESTERGAARD, Auteur ; Malene FOLDAGER, Auteur ; Troels W KJÆR, Auteur ; Bodil AGGERNÆS, Auteur ; Sidse ARNFRED, Auteur Article en page(s) : p.222-232 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  autism  electroencephalography  executive functions  P300  selective attention  social-communication Index. décimale : PER Périodiques Résumé : Compared to their neurotypically developing peers, children and adolescents with autism spectrum disorders tend to have attenuated neural responses in the parietal lobe when attending sensory input, as reflected by a reduced P3b amplitude measured with electroencephalography. However, it is unknown whether a reduced P3b amplitude in autistic children and adolescents is associated with their autism traits, daily functioning, and/or cognitive functions. To address these questions, we assessed 57 children with autism aged 7-14?years and 57 typically developing children with electroencephalography using a binaural auditory oddball paradigm. Participants further underwent cognitive assessment, and parents reported on autistic traits, executive functioning, and adaptive functioning. As expected, children with autism had lower P3b amplitude compared to controls. Across all participants, a lower P3b amplitude was associated with more parent-reported social-communication problems and impairments in daily executive functioning. Children with autism had reduced visual processing speed, which was coupled to a lower P3b amplitude. In conclusion, we found attenuated P3b amplitude in children with autism performing an auditory selective attention task, which generalized to impaired cross-modal processing of visual input and an underlying impairment in allocating attentional resources critical for social and executive functioning.Lay abstractSelective attention to auditory input is reflected in the brain by an electric amplitude called the P3b amplitude, which is measured using electroencephalography. Previous research has shown that children and adolescents with autism have an attenuated P3b amplitude when they have to attend specific sounds while ignoring other sounds. However, it is unknown whether a reduced P3b amplitude in autistic children and adolescents is associated with their autism features, daily functioning and/or cognitive functions. This study aimed to examine these questions. Therefore, we assessed selective attention to auditory input in 57 children with autism aged 7-14?years and 57 neurotypically developing controls while measuring their brain activity with electroencephalography. Participants further underwent cognitive assessment, and parents reported on autistic traits and daily functioning. As expected, children with autism had lower P3b amplitude compared to their neurotypical peers. Importantly, an attenuated P3b amplitude was associated with more parent-reported social-communication problems and difficulties with daily functioning. Children with autism further had reduced processing speed of visual input, which also was coupled to a lower P3b amplitude. In conclusion, we found attenuated P3b amplitude in children with autism performing an auditory selective attention task, which was related to difficulties with processing visual input and allocating attentional resources critical for social and daily functioning. The results suggest that autistic children are more vulnerable to being disturbed when the environment is filled with conflicting sensory input. En ligne : https://dx.doi.org/10.1177/13623613241271950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Reduced P300 amplitude in children and adolescents with autism is associated with slowed processing speed, executive difficulties, and social-communication problems [Texte imprimé et/ou numérique] / Jonathan LASSEN, Auteur ; Bob ORANJE, Auteur ; Martin VESTERGAARD, Auteur ; Malene FOLDAGER, Auteur ; Troels W KJÆR, Auteur ; Bodil AGGERNÆS, Auteur ; Sidse ARNFRED, Auteur . - p.222-232. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.222-232 Mots-clés : Autism spectrum disorder  autism  electroencephalography  executive functions  P300  selective attention  social-communication Index. décimale : PER Périodiques Résumé : Compared to their neurotypically developing peers, children and adolescents with autism spectrum disorders tend to have attenuated neural responses in the parietal lobe when attending sensory input, as reflected by a reduced P3b amplitude measured with electroencephalography. However, it is unknown whether a reduced P3b amplitude in autistic children and adolescents is associated with their autism traits, daily functioning, and/or cognitive functions. To address these questions, we assessed 57 children with autism aged 7-14?years and 57 typically developing children with electroencephalography using a binaural auditory oddball paradigm. Participants further underwent cognitive assessment, and parents reported on autistic traits, executive functioning, and adaptive functioning. As expected, children with autism had lower P3b amplitude compared to controls. Across all participants, a lower P3b amplitude was associated with more parent-reported social-communication problems and impairments in daily executive functioning. Children with autism had reduced visual processing speed, which was coupled to a lower P3b amplitude. In conclusion, we found attenuated P3b amplitude in children with autism performing an auditory selective attention task, which generalized to impaired cross-modal processing of visual input and an underlying impairment in allocating attentional resources critical for social and executive functioning.Lay abstractSelective attention to auditory input is reflected in the brain by an electric amplitude called the P3b amplitude, which is measured using electroencephalography. Previous research has shown that children and adolescents with autism have an attenuated P3b amplitude when they have to attend specific sounds while ignoring other sounds. However, it is unknown whether a reduced P3b amplitude in autistic children and adolescents is associated with their autism features, daily functioning and/or cognitive functions. This study aimed to examine these questions. Therefore, we assessed selective attention to auditory input in 57 children with autism aged 7-14?years and 57 neurotypically developing controls while measuring their brain activity with electroencephalography. Participants further underwent cognitive assessment, and parents reported on autistic traits and daily functioning. As expected, children with autism had lower P3b amplitude compared to their neurotypical peers. Importantly, an attenuated P3b amplitude was associated with more parent-reported social-communication problems and difficulties with daily functioning. Children with autism further had reduced processing speed of visual input, which also was coupled to a lower P3b amplitude. In conclusion, we found attenuated P3b amplitude in children with autism performing an auditory selective attention task, which was related to difficulties with processing visual input and allocating attentional resources critical for social and daily functioning. The results suggest that autistic children are more vulnerable to being disturbed when the environment is filled with conflicting sensory input. En ligne : https://dx.doi.org/10.1177/13623613241271950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

"Glimmers of hope and good things": Positive aspects of caregiving to autistic adolescents and young adults / Carina N MONTOYA in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.233-246 Titre : "Glimmers of hope and good things": Positive aspects of caregiving to autistic adolescents and young adults Type de document : Texte imprimé et/ou numérique Auteurs : Carina N MONTOYA, Auteur ; Karen J ISHLER, Auteur ; Rita OBEID, Auteur ; Julie PAYNER, Auteur ; Kristen A BERG, Auteur Article en page(s) : p.233-246 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  caregiving rewards  coping  family functioning and support  mixed methods  older adolescents  parenting  qualitative research  young adults Index. décimale : PER Périodiques Résumé : Studies commonly measure the challenges of caring for autistic adolescents and young adults, but scarcely explore the positive aspects of the caregiving experience. This study employed an equal-status concurrent mixed methods approach to quantitatively assess predictors of positive aspects of caregiving and qualitatively examine 174 caregivers' perceived rewards, or positive aspects, of caring for autistic adolescents and young adults (ages 16-30?years). Results from multiple regression analyses suggest that youth?s helping behavior most strongly predicted positive aspects of caregiving, and youth receiving more services and caregivers' greater report of social support and use of religious, acceptance, and instrumental support coping also significantly predicted greater reported positive aspects of caregiving. Findings from a phenomenologically informed thematic analysis suggest that caregivers find reward in witnessing youths' progress and joyous qualities, in the caregiver-youth relationship, and in caregivers' own growth. Mixed methods findings highlight that positive aspects of caregiving likely extend caregivers' self-development and may be relationship-specific. Study findings offer a strengths-based framework that highlights the positive aspects of caring for autistic adolescents and young adults. We contribute to the research in defining factors related to positive aspects of caregiving, which may inform future work and contribute to caregiver well-being.Lay abstractWe wanted to explore the positive, or rewarding, experiences of caregivers who were caring for older adolescents or young autistic adults. We surveyed 174 caregivers, asking questions about how they dealt with stressors, the support they had from people in their lives, and the different behaviors of the autistic youth they care for. Using an existing measure, as well as an open-ended question, we asked caregivers about the most rewarding aspects of caring for their youth. When examining survey responses, we found that caregivers who reported receiving more help and support from their autistic youth also reported more positive aspects related to caregiving. In response to our study?s open-ended question, caregivers talked about the reward of seeing their youth grow and progress (e.g. learning new skills, reaching new milestones), described positive aspects of the relationship with their youth (e.g. sharing a special bond), and reflected on their own learning and personal growth as caregivers and people. Our findings highlight the positive, or rewarding, aspects of caregiving for autistic adolescents and young adults. This work will inform future work studying positive aspects of caring for autistic individuals and how this may impact caregivers' psychological well-being. En ligne : https://dx.doi.org/10.1177/13623613241272050 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] "Glimmers of hope and good things": Positive aspects of caregiving to autistic adolescents and young adults [Texte imprimé et/ou numérique] / Carina N MONTOYA, Auteur ; Karen J ISHLER, Auteur ; Rita OBEID, Auteur ; Julie PAYNER, Auteur ; Kristen A BERG, Auteur . - p.233-246. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.233-246 Mots-clés : autism spectrum disorders  caregiving rewards  coping  family functioning and support  mixed methods  older adolescents  parenting  qualitative research  young adults Index. décimale : PER Périodiques Résumé : Studies commonly measure the challenges of caring for autistic adolescents and young adults, but scarcely explore the positive aspects of the caregiving experience. This study employed an equal-status concurrent mixed methods approach to quantitatively assess predictors of positive aspects of caregiving and qualitatively examine 174 caregivers' perceived rewards, or positive aspects, of caring for autistic adolescents and young adults (ages 16-30?years). Results from multiple regression analyses suggest that youth?s helping behavior most strongly predicted positive aspects of caregiving, and youth receiving more services and caregivers' greater report of social support and use of religious, acceptance, and instrumental support coping also significantly predicted greater reported positive aspects of caregiving. Findings from a phenomenologically informed thematic analysis suggest that caregivers find reward in witnessing youths' progress and joyous qualities, in the caregiver-youth relationship, and in caregivers' own growth. Mixed methods findings highlight that positive aspects of caregiving likely extend caregivers' self-development and may be relationship-specific. Study findings offer a strengths-based framework that highlights the positive aspects of caring for autistic adolescents and young adults. We contribute to the research in defining factors related to positive aspects of caregiving, which may inform future work and contribute to caregiver well-being.Lay abstractWe wanted to explore the positive, or rewarding, experiences of caregivers who were caring for older adolescents or young autistic adults. We surveyed 174 caregivers, asking questions about how they dealt with stressors, the support they had from people in their lives, and the different behaviors of the autistic youth they care for. Using an existing measure, as well as an open-ended question, we asked caregivers about the most rewarding aspects of caring for their youth. When examining survey responses, we found that caregivers who reported receiving more help and support from their autistic youth also reported more positive aspects related to caregiving. In response to our study?s open-ended question, caregivers talked about the reward of seeing their youth grow and progress (e.g. learning new skills, reaching new milestones), described positive aspects of the relationship with their youth (e.g. sharing a special bond), and reflected on their own learning and personal growth as caregivers and people. Our findings highlight the positive, or rewarding, aspects of caregiving for autistic adolescents and young adults. This work will inform future work studying positive aspects of caring for autistic individuals and how this may impact caregivers' psychological well-being. En ligne : https://dx.doi.org/10.1177/13623613241272050 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

(Re)thinking about self-harm and autism: Findings from an online qualitative study on self-harm in autistic adults / Sarah JE MARSDEN in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.247-258 Titre : (Re)thinking about self-harm and autism: Findings from an online qualitative study on self-harm in autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Sarah JE MARSDEN, Auteur ; Rachael EASTHAM, Auteur ; Alexandra KALEY, Auteur Article en page(s) : p.247-258 Langues : Anglais (eng) Mots-clés : autism  neurodiversity  online qualitative methodology  self-harm  self-injurious behaviours Index. décimale : PER Périodiques Résumé : Autistic people experience a higher prevalence of self-harming behaviours than do the general population. Self-harm remains a stigmatised topic, and until recently, self-harming behaviours in autism were considered to be limited to self-injurious behaviours experienced by intellectually impaired autistic children and not to be experienced by cognitively able autistic adults. Because of the belief held by many professionals that many mental health-related problems are inherently part of autism and immune to treatment or help, many autistic people are left unable to access the help and support that they desperately need. This study adopts an online qualitative methodology to explore this under-researched phenomenon, thematically analysing online forum posts from autistic adults to determine what forms of self-harm are described, what precipitates the self-harm and how forum users support each other. The findings reveal that self-harming behaviours are nuanced and complex, highlighting the connections between sensory overload, meltdowns, stimming and impulsive repetitive blunt trauma seen as autistic self-injurious behaviours. When seeking help, barriers include navigating misdiagnoses of other mental illnesses and being misunderstood or disbelieved by professionals. Online forum users offer help in the form of emotional empathy, as well as practical solutions, providing an example of valuable peer support.Lay abstractThere is a higher prevalence of self-harming behaviours within the autistic community than is experienced by the general population, in addition to co-occurring mental health conditions such as anxiety and depression. To date, research has focused on quantifying and categorising the numbers of autistic people self-harming, what types of harming they are engaging in and what functions the harming performs. Autism research has historically focused on the opinions and experiences of parents, carers and clinicians, with a belief that autistic people are unable to present their own experiences and thoughts accurately. This study adopted a qualitative method to develop themes arising from online forum discussions, using the words of autistic adults talking about how they experience and understand their self-harming behaviours. The analysis discovered that self-harming behaviours are used by autistic people as a way of coping with anxiety and depression and to relieve the build up of stress and sensory or mental overload that can otherwise lead to a meltdown. Repetitive behaviours such as stimming are also used to relieve the buildup of sensory over-stimulation and anxiety, but both stimming and meltdowns can also be self-harming behaviours if they cause tissue damage, and are believed to be childhood presentations which are stigmatised if expressed by an autistic adult. Many autistic adults find it hard to get help with self-harming behaviours because they are not taken seriously by professionals, as it is seen as part of autism and cannot be helped, or the professionals do not have enough knowledge of autism. En ligne : https://dx.doi.org/10.1177/13623613241271931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] (Re)thinking about self-harm and autism: Findings from an online qualitative study on self-harm in autistic adults [Texte imprimé et/ou numérique] / Sarah JE MARSDEN, Auteur ; Rachael EASTHAM, Auteur ; Alexandra KALEY, Auteur . - p.247-258. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.247-258 Mots-clés : autism  neurodiversity  online qualitative methodology  self-harm  self-injurious behaviours Index. décimale : PER Périodiques Résumé : Autistic people experience a higher prevalence of self-harming behaviours than do the general population. Self-harm remains a stigmatised topic, and until recently, self-harming behaviours in autism were considered to be limited to self-injurious behaviours experienced by intellectually impaired autistic children and not to be experienced by cognitively able autistic adults. Because of the belief held by many professionals that many mental health-related problems are inherently part of autism and immune to treatment or help, many autistic people are left unable to access the help and support that they desperately need. This study adopts an online qualitative methodology to explore this under-researched phenomenon, thematically analysing online forum posts from autistic adults to determine what forms of self-harm are described, what precipitates the self-harm and how forum users support each other. The findings reveal that self-harming behaviours are nuanced and complex, highlighting the connections between sensory overload, meltdowns, stimming and impulsive repetitive blunt trauma seen as autistic self-injurious behaviours. When seeking help, barriers include navigating misdiagnoses of other mental illnesses and being misunderstood or disbelieved by professionals. Online forum users offer help in the form of emotional empathy, as well as practical solutions, providing an example of valuable peer support.Lay abstractThere is a higher prevalence of self-harming behaviours within the autistic community than is experienced by the general population, in addition to co-occurring mental health conditions such as anxiety and depression. To date, research has focused on quantifying and categorising the numbers of autistic people self-harming, what types of harming they are engaging in and what functions the harming performs. Autism research has historically focused on the opinions and experiences of parents, carers and clinicians, with a belief that autistic people are unable to present their own experiences and thoughts accurately. This study adopted a qualitative method to develop themes arising from online forum discussions, using the words of autistic adults talking about how they experience and understand their self-harming behaviours. The analysis discovered that self-harming behaviours are used by autistic people as a way of coping with anxiety and depression and to relieve the build up of stress and sensory or mental overload that can otherwise lead to a meltdown. Repetitive behaviours such as stimming are also used to relieve the buildup of sensory over-stimulation and anxiety, but both stimming and meltdowns can also be self-harming behaviours if they cause tissue damage, and are believed to be childhood presentations which are stigmatised if expressed by an autistic adult. Many autistic adults find it hard to get help with self-harming behaviours because they are not taken seriously by professionals, as it is seen as part of autism and cannot be helped, or the professionals do not have enough knowledge of autism. En ligne : https://dx.doi.org/10.1177/13623613241271931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Short report: Integrated evaluations for autism spectrum disorder in pediatric primary care clinics / Serene HABAYEB in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.259-264 Titre : Short report: Integrated evaluations for autism spectrum disorder in pediatric primary care clinics Type de document : Texte imprimé et/ou numérique Auteurs : Serene HABAYEB, Auteur ; Anne INGE, Auteur ; Erica EISENMAN, Auteur ; Sheina GODOVICH, Auteur ; Maria LAUER, Auteur ; Amanda HASTINGS, Auteur ; Vanessa FUENTES, Auteur ; Melissa LONG, Auteur ; Xavier MARSHALL, Auteur ; Alexis KHUU, Auteur ; Leandra GODOY, Auteur Article en page(s) : p.259-264 Langues : Anglais (eng) Mots-clés : autism  integrated primary care Index. décimale : PER Périodiques Résumé : Primary care providers are often the first to identify concerns for autism through routine screening in the first 2 years of life. However, most children do not receive a diagnosis until years later resulting in delays accessing appropriate intervention. Delays in diagnosis disproportionately impact those who are otherwise disadvantaged by society based on race or socioeconomic status. Embedding mental health clinicians into primary care clinics offers a promising opportunity to address barriers to accessing diagnostic and intervention services once primary care providers identify concerns. The goal of this study was to assess the Autism in Primary Care program through which embedded mental health professionals in an urban primary care setting, primarily serving Black and Latinx families with Medicaid, were trained to provide autism diagnostic evaluations. Two hundred and fifty children completed evaluations through Autism in Primary Care program. Wait times to access evaluations in primary care were found to be significantly shorter than through standard avenues of care (e.g. tertiary care clinics). Referring primary care providers and caregivers endorsed high levels of satisfaction with the program. Embedding autism evaluations into primary care settings offers a promising opportunity to improve earlier diagnosis and treatment access for families, reduce inequities in care, and increase caregiver and child well-being.Lay abstractPrimary care providers often screen for autism during well child visits in the first few years of life and refer children for diagnostic evaluations when needed. However, most children do not receive a diagnosis until years later which delays access to services. Racism, socioeconomic status, and other systemic inequalities that limit access to health care further delay diagnostic evaluations. Mental health clinicians who work in primary care clinics can help address barriers to accessing diagnostic evaluation services once they are recommended by their primary care provider. However, mental health clinicians who work in primary care typically do not have training in diagnosing autism. The goal of this study was to evaluate a program training mental health professionals working in an urban primary care setting, primarily serving Black and Latinx families insured by Medicaid, to provide autism diagnostic evaluations. Two hundred and fifty children completed evaluations through the Autism in Primary Care (APC) program. The wait time to access an evaluation through APC was significantly shorter than through standard avenues of care (e.g. referring to a separate autism clinic). Referring primary care providers and caregivers endorsed high levels of satisfaction with the program. Conducting autism evaluations in primary care settings offers a promising opportunity to improve earlier diagnosis and treatment access for families, reduce inequities in care, and increase caregiver and child well-being. En ligne : https://dx.doi.org/10.1177/13623613241260800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Short report: Integrated evaluations for autism spectrum disorder in pediatric primary care clinics [Texte imprimé et/ou numérique] / Serene HABAYEB, Auteur ; Anne INGE, Auteur ; Erica EISENMAN, Auteur ; Sheina GODOVICH, Auteur ; Maria LAUER, Auteur ; Amanda HASTINGS, Auteur ; Vanessa FUENTES, Auteur ; Melissa LONG, Auteur ; Xavier MARSHALL, Auteur ; Alexis KHUU, Auteur ; Leandra GODOY, Auteur . - p.259-264. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.259-264 Mots-clés : autism  integrated primary care Index. décimale : PER Périodiques Résumé : Primary care providers are often the first to identify concerns for autism through routine screening in the first 2 years of life. However, most children do not receive a diagnosis until years later resulting in delays accessing appropriate intervention. Delays in diagnosis disproportionately impact those who are otherwise disadvantaged by society based on race or socioeconomic status. Embedding mental health clinicians into primary care clinics offers a promising opportunity to address barriers to accessing diagnostic and intervention services once primary care providers identify concerns. The goal of this study was to assess the Autism in Primary Care program through which embedded mental health professionals in an urban primary care setting, primarily serving Black and Latinx families with Medicaid, were trained to provide autism diagnostic evaluations. Two hundred and fifty children completed evaluations through Autism in Primary Care program. Wait times to access evaluations in primary care were found to be significantly shorter than through standard avenues of care (e.g. tertiary care clinics). Referring primary care providers and caregivers endorsed high levels of satisfaction with the program. Embedding autism evaluations into primary care settings offers a promising opportunity to improve earlier diagnosis and treatment access for families, reduce inequities in care, and increase caregiver and child well-being.Lay abstractPrimary care providers often screen for autism during well child visits in the first few years of life and refer children for diagnostic evaluations when needed. However, most children do not receive a diagnosis until years later which delays access to services. Racism, socioeconomic status, and other systemic inequalities that limit access to health care further delay diagnostic evaluations. Mental health clinicians who work in primary care clinics can help address barriers to accessing diagnostic evaluation services once they are recommended by their primary care provider. However, mental health clinicians who work in primary care typically do not have training in diagnosing autism. The goal of this study was to evaluate a program training mental health professionals working in an urban primary care setting, primarily serving Black and Latinx families insured by Medicaid, to provide autism diagnostic evaluations. Two hundred and fifty children completed evaluations through the Autism in Primary Care (APC) program. The wait time to access an evaluation through APC was significantly shorter than through standard avenues of care (e.g. referring to a separate autism clinic). Referring primary care providers and caregivers endorsed high levels of satisfaction with the program. Conducting autism evaluations in primary care settings offers a promising opportunity to improve earlier diagnosis and treatment access for families, reduce inequities in care, and increase caregiver and child well-being. En ligne : https://dx.doi.org/10.1177/13623613241260800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Short report: Prison-reported rates of autism in female prisons in England / Katy-Louise PAYNE in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.265-270 Titre : Short report: Prison-reported rates of autism in female prisons in England Type de document : Texte imprimé et/ou numérique Auteurs : Katy-Louise PAYNE, Auteur ; Emma GOODING, Auteur Article en page(s) : p.265-270 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  crime  female  offending Index. décimale : PER Périodiques Résumé : Research suggests that whilst not more likely to offend, autistic people are overrepresented within the Criminal Justice System. To date, prevalence estimates are available only for male autistic offenders. Thus, this research aimed to provide the prison-reported rate of autistic female prisoners currently residing in the female prison estate in England. All 12 of the female prisons in England were contacted to request the following information: (1) the total number of autistic females; and (2) the total female prison population. Findings show an English female prison-reported rate of autism of 4.78% indicating that autism is approximately 13.7 times higher in female prisons compared to the general population. To the authors' knowledge, this is the first research article to focus exclusively on female autistic offenders. Further research is needed to understand the risk factors for offending, offender characteristics, offence types/patterns and autistic experience of the Criminal Justice System for female autistic offenders.Lay abstractWhat is already known about the topic? Autistic people are reported to offend at lower or comparable rates to non-autistic people. However, autism is overrepresented within male prisons due to a number of suggested reasons including an increased chance of being caught and a lack of autistic sensitive interventions which lead to longer stays in prison. To the authors' knowledge, no papers currently exist focussing on autistic females in prison. What does this paper add? To the authors' knowledge, this is the first piece of research to solely include autistic females in prison settings. This research provides an estimate of how many autistic people are in female prisons. All 12 female prisons in England were contacted. Data provided indicate a prison-reported female autism rate of 4.78%. This prison-reported female autism rate is 13.7 times higher than the prevalence of autistic females in the general population. Implications for practice research or policy? Autism is overrepresented in female prisons; however, to the authors' knowledge no current research exists on this group to understand their needs or experience. Autistic females often have differing requirements to males and the lack of research highlights the need for future research to investigate areas such as factors which increase the risk of offending, offences typically committed and the female autistic experience of the Criminal Justice System. En ligne : https://dx.doi.org/10.1177/13623613241275477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Short report: Prison-reported rates of autism in female prisons in England [Texte imprimé et/ou numérique] / Katy-Louise PAYNE, Auteur ; Emma GOODING, Auteur . - p.265-270. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.265-270 Mots-clés : autism  autism spectrum disorder  crime  female  offending Index. décimale : PER Périodiques Résumé : Research suggests that whilst not more likely to offend, autistic people are overrepresented within the Criminal Justice System. To date, prevalence estimates are available only for male autistic offenders. Thus, this research aimed to provide the prison-reported rate of autistic female prisoners currently residing in the female prison estate in England. All 12 of the female prisons in England were contacted to request the following information: (1) the total number of autistic females; and (2) the total female prison population. Findings show an English female prison-reported rate of autism of 4.78% indicating that autism is approximately 13.7 times higher in female prisons compared to the general population. To the authors' knowledge, this is the first research article to focus exclusively on female autistic offenders. Further research is needed to understand the risk factors for offending, offender characteristics, offence types/patterns and autistic experience of the Criminal Justice System for female autistic offenders.Lay abstractWhat is already known about the topic? Autistic people are reported to offend at lower or comparable rates to non-autistic people. However, autism is overrepresented within male prisons due to a number of suggested reasons including an increased chance of being caught and a lack of autistic sensitive interventions which lead to longer stays in prison. To the authors' knowledge, no papers currently exist focussing on autistic females in prison. What does this paper add? To the authors' knowledge, this is the first piece of research to solely include autistic females in prison settings. This research provides an estimate of how many autistic people are in female prisons. All 12 female prisons in England were contacted. Data provided indicate a prison-reported female autism rate of 4.78%. This prison-reported female autism rate is 13.7 times higher than the prevalence of autistic females in the general population. Implications for practice research or policy? Autism is overrepresented in female prisons; however, to the authors' knowledge no current research exists on this group to understand their needs or experience. Autistic females often have differing requirements to males and the lack of research highlights the need for future research to investigate areas such as factors which increase the risk of offending, offences typically committed and the female autistic experience of the Criminal Justice System. En ligne : https://dx.doi.org/10.1177/13623613241275477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Corrigendum to "Self-compassion, mental health, and parenting: Comparing parents of autistic and non-autistic children" in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.271-271 Titre : Corrigendum to "Self-compassion, mental health, and parenting: Comparing parents of autistic and non-autistic children" Type de document : Texte imprimé et/ou numérique Article en page(s) : p.271-271 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241299946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Corrigendum to "Self-compassion, mental health, and parenting: Comparing parents of autistic and non-autistic children" [Texte imprimé et/ou numérique] . - p.271-271. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.271-271 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241299946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544