Dépouillements

Effects of fundamental movement skills intervention for children with and without autism spectrum disorders / Chih-Chia CHEN ; Chu-Yang HUANG ; Chia-Lian TSAI ; Ming-Chih SUNG ; Yung-Ju CHEN in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202621 Titre : Effects of fundamental movement skills intervention for children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Chih-Chia CHEN, Auteur ; Chu-Yang HUANG, Auteur ; Chia-Lian TSAI, Auteur ; Ming-Chih SUNG, Auteur ; Yung-Ju CHEN, Auteur Article en page(s) : p.202621 Langues : Anglais (eng) Mots-clés : TGMD-2  Locomotor  Object control  Early intervention Index. décimale : PER Périodiques Résumé : Purpose The purpose of this study was to confirm the effectiveness of fundamental movement skills (FMS) intervention for younger children with autism spectrum disorders (ASD). Methods Ninety-two participants, with the mean age = 6.39 years, attended the present study. Among them, 23 ASD and 23 typically developing (TD) participants were in the exercise groups (ASD-FMS and TD-FMS), receiving 60 min of FMS training twice a week for 12 weeks. Another 23 ASD and 23 TD participants were in the control groups (ASD-C and TD-C). The Test of Gross Motor Development was to assess changes in motor skills. A two-way (Disability x Intervention) ANCOVA was used to control for baseline performance differences. Results En ligne : https://doi.org/10.1016/j.reia.2025.202621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Effects of fundamental movement skills intervention for children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Chih-Chia CHEN, Auteur ; Chu-Yang HUANG, Auteur ; Chia-Lian TSAI, Auteur ; Ming-Chih SUNG, Auteur ; Yung-Ju CHEN, Auteur . - p.202621. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202621 Mots-clés : TGMD-2  Locomotor  Object control  Early intervention Index. décimale : PER Périodiques Résumé : Purpose The purpose of this study was to confirm the effectiveness of fundamental movement skills (FMS) intervention for younger children with autism spectrum disorders (ASD). Methods Ninety-two participants, with the mean age = 6.39 years, attended the present study. Among them, 23 ASD and 23 typically developing (TD) participants were in the exercise groups (ASD-FMS and TD-FMS), receiving 60 min of FMS training twice a week for 12 weeks. Another 23 ASD and 23 TD participants were in the control groups (ASD-C and TD-C). The Test of Gross Motor Development was to assess changes in motor skills. A two-way (Disability x Intervention) ANCOVA was used to control for baseline performance differences. Results En ligne : https://doi.org/10.1016/j.reia.2025.202621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

From principle to practice: Creating neurodiversity-affirming learning environments for students with echolalia / Matthew J. HARRISON in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202628 Titre : From principle to practice: Creating neurodiversity-affirming learning environments for students with echolalia Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. HARRISON, Auteur Article en page(s) : p.202628 Langues : Anglais (eng) Mots-clés : Echolalia  Neurodiversity  Inclusion  Education  Inclusive education Index. décimale : PER Périodiques Résumé : The shift towards understanding neurodivergence as differences to accommodate rather than deficits to remedy has been significantly influenced by advocates with lived experience, prompting educators and allied health professionals to reconsider how echolalia is conceptualised and supported in the educative environment. Echolalia, a form of communication commonly observed in Autistic individuals, is increasingly recognised as a meaningful and functional form of expression rather than merely a behavioural symptom to be eliminated. Despite growing interest in neurodiversity-affirming approaches, there remains considerable ambiguity regarding the practical application of these principles in educational contexts. This literature review aimed to address this gap by synthesising existing research that translates neurodiversity-affirming principles into classroom practices and broader education frameworks. From an initial pool of 740 articles, 8 were identified as offering high-value insights into supporting students with echolalia in ways consistent with these principles. These key works provide a foundation for educators and leadership personnel to foster cultures of acceptance, respect, and inclusivity, highlighting strategies that affirm echolalia as a legitimate and meaningful form of communication. The review synthesises practical frameworks and presents a series of considerations for implementing neurodiversity-affirming practices, including the importance of understanding communicative intent, creating supportive environments, and embracing diverse modes of expression. This synthesis offers actionable insights for educational communities seeking to align their practices with the neurodiversity paradigm, ensuring all students, including those with echolalia, are valued and supported as contributors to their education communities. En ligne : https://doi.org/10.1016/j.reia.2025.202628 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] From principle to practice: Creating neurodiversity-affirming learning environments for students with echolalia [Texte imprimé et/ou numérique] / Matthew J. HARRISON, Auteur . - p.202628. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202628 Mots-clés : Echolalia  Neurodiversity  Inclusion  Education  Inclusive education Index. décimale : PER Périodiques Résumé : The shift towards understanding neurodivergence as differences to accommodate rather than deficits to remedy has been significantly influenced by advocates with lived experience, prompting educators and allied health professionals to reconsider how echolalia is conceptualised and supported in the educative environment. Echolalia, a form of communication commonly observed in Autistic individuals, is increasingly recognised as a meaningful and functional form of expression rather than merely a behavioural symptom to be eliminated. Despite growing interest in neurodiversity-affirming approaches, there remains considerable ambiguity regarding the practical application of these principles in educational contexts. This literature review aimed to address this gap by synthesising existing research that translates neurodiversity-affirming principles into classroom practices and broader education frameworks. From an initial pool of 740 articles, 8 were identified as offering high-value insights into supporting students with echolalia in ways consistent with these principles. These key works provide a foundation for educators and leadership personnel to foster cultures of acceptance, respect, and inclusivity, highlighting strategies that affirm echolalia as a legitimate and meaningful form of communication. The review synthesises practical frameworks and presents a series of considerations for implementing neurodiversity-affirming practices, including the importance of understanding communicative intent, creating supportive environments, and embracing diverse modes of expression. This synthesis offers actionable insights for educational communities seeking to align their practices with the neurodiversity paradigm, ensuring all students, including those with echolalia, are valued and supported as contributors to their education communities. En ligne : https://doi.org/10.1016/j.reia.2025.202628 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Understanding the influence of cultural beliefs on the experiences of Latina mothers of children with autism spectrum disorder / Kelli A. SANDERSON in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202629 Titre : Understanding the influence of cultural beliefs on the experiences of Latina mothers of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kelli A. SANDERSON, Auteur Article en page(s) : p.202629 Langues : Anglais (eng) Mots-clés : Autism  Families  Culture Index. décimale : PER Périodiques Résumé : Disparities in the diagnosis and access to services for children with autism spectrum disorder (ASD) persist amongst Latino children compared to non-Latino White children. This qualitative study focuses on the experiences of Latina mothers of children and youth with ASD (aged 5-20 years) to explore how cultural beliefs influence their acceptance of their child?s diagnosis and their willingness to seek intervention services. Eleven Latina mothers participated in individual semi-structured interviews; eight interviews were conducted in Spanish. Interviews revealed the following themes: (1) resilience, (2) family resistance to accept the ASD diagnosis, (3) lack of understanding of ASD, (4) a sense of relief, (5) heavy emotions, (6) negative family response, (7) support and understanding outside the family, and (8) mothers as advocates for their children. Findings highlight the importance of addressing cultural beliefs and barriers that interfere with diagnosis and appropriate services for children ASD in the Latino community. Implications for policy and practice are discussed. En ligne : https://doi.org/10.1016/j.reia.2025.202629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Understanding the influence of cultural beliefs on the experiences of Latina mothers of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kelli A. SANDERSON, Auteur . - p.202629. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202629 Mots-clés : Autism  Families  Culture Index. décimale : PER Périodiques Résumé : Disparities in the diagnosis and access to services for children with autism spectrum disorder (ASD) persist amongst Latino children compared to non-Latino White children. This qualitative study focuses on the experiences of Latina mothers of children and youth with ASD (aged 5-20 years) to explore how cultural beliefs influence their acceptance of their child?s diagnosis and their willingness to seek intervention services. Eleven Latina mothers participated in individual semi-structured interviews; eight interviews were conducted in Spanish. Interviews revealed the following themes: (1) resilience, (2) family resistance to accept the ASD diagnosis, (3) lack of understanding of ASD, (4) a sense of relief, (5) heavy emotions, (6) negative family response, (7) support and understanding outside the family, and (8) mothers as advocates for their children. Findings highlight the importance of addressing cultural beliefs and barriers that interfere with diagnosis and appropriate services for children ASD in the Latino community. Implications for policy and practice are discussed. En ligne : https://doi.org/10.1016/j.reia.2025.202629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

The effect of probiotic intervention on behavioral and gastrointestinal symptoms in children with autism: A systematic review and meta-analysis / Tingting WANG ; Yongting LI ; Wanlin ZOU ; Xiaolong CHEN ; Zhigang LI in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202630 Titre : The effect of probiotic intervention on behavioral and gastrointestinal symptoms in children with autism: A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Tingting WANG, Auteur ; Yongting LI, Auteur ; Wanlin ZOU, Auteur ; Xiaolong CHEN, Auteur ; Zhigang LI, Auteur Article en page(s) : p.202630 Langues : Anglais (eng) Mots-clés : Autism  Children  Probiotics  Gastrointestinal symptoms Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is a complex neurodevelopmental condition affecting children's physical and psychological well-being. Recent research highlights the gut microbiota's role in autism, with probiotic interventions gaining attention as a potential treatment. Objective This meta-analysis evaluates the impact of probiotics on behavioral and gastrointestinal (GI) symptoms in children with autism, focusing on clinical and crossover randomized controlled trials (RCTs). Methods We systematically searched PubMed, Embase, Web of Science, and EBSCOhost for relevant studies published in the past decade. Meta-analysis was performed using R software (version 4.4.1). Results A total of 8 studies were included in the Meta-analysis, and we found a significant overall effect size of the probiotic intervention on the severity of behavioral symptoms in children with autism (SMD = ?0.251, 95 % CI:?0.466-?0.037,P = 0.04). Only three of the studies reported data related to gastrointestinal symptoms, and the analysis showed a non-significant intervention effect of probiotics in this area (SMD = ?0.048, 95 % CI: ?0.399 to 0.303, P = 0.41). Additional subgroup analyses showed no significant effect of region, duration of intervention, or probiotic type on the intervention effect. Conclusion Probiotic intervention reduced autism symptoms but had minimal effect on GI symptoms. Limitations include small sample sizes, short intervention durations, and variability in probiotics and measurement scales. Further high-quality RCTs are needed to confirm these findings. En ligne : https://doi.org/10.1016/j.reia.2025.202630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The effect of probiotic intervention on behavioral and gastrointestinal symptoms in children with autism: A systematic review and meta-analysis [Texte imprimé et/ou numérique] / Tingting WANG, Auteur ; Yongting LI, Auteur ; Wanlin ZOU, Auteur ; Xiaolong CHEN, Auteur ; Zhigang LI, Auteur . - p.202630. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202630 Mots-clés : Autism  Children  Probiotics  Gastrointestinal symptoms Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) is a complex neurodevelopmental condition affecting children's physical and psychological well-being. Recent research highlights the gut microbiota's role in autism, with probiotic interventions gaining attention as a potential treatment. Objective This meta-analysis evaluates the impact of probiotics on behavioral and gastrointestinal (GI) symptoms in children with autism, focusing on clinical and crossover randomized controlled trials (RCTs). Methods We systematically searched PubMed, Embase, Web of Science, and EBSCOhost for relevant studies published in the past decade. Meta-analysis was performed using R software (version 4.4.1). Results A total of 8 studies were included in the Meta-analysis, and we found a significant overall effect size of the probiotic intervention on the severity of behavioral symptoms in children with autism (SMD = ?0.251, 95 % CI:?0.466-?0.037,P = 0.04). Only three of the studies reported data related to gastrointestinal symptoms, and the analysis showed a non-significant intervention effect of probiotics in this area (SMD = ?0.048, 95 % CI: ?0.399 to 0.303, P = 0.41). Additional subgroup analyses showed no significant effect of region, duration of intervention, or probiotic type on the intervention effect. Conclusion Probiotic intervention reduced autism symptoms but had minimal effect on GI symptoms. Limitations include small sample sizes, short intervention durations, and variability in probiotics and measurement scales. Further high-quality RCTs are needed to confirm these findings. En ligne : https://doi.org/10.1016/j.reia.2025.202630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

"A Week in the Life:" Exploring community participation of autistic adults through GPS mapping / Julie D. DORAN ; Zhaoying LI in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202631 Titre : "A Week in the Life:" Exploring community participation of autistic adults through GPS mapping Type de document : Texte imprimé et/ou numérique Auteurs : Julie D. DORAN, Auteur ; Zhaoying LI, Auteur Article en page(s) : p.202631 Langues : Anglais (eng) Mots-clés : Autism spectrum  Community participation  Adulthood  Global Positioning System (GPS)  Employment Index. décimale : PER Périodiques Résumé : Participation is connected to health-related quality of life for autistic adults. However, autistic adults engage in less community participation compared to their non-autistic peers and individuals of other disability groups. More data are needed to understand community participation from autistic adults' perspective. This study aims to address how autistic adults are engaging in their communities, what are predictors of community participation, and what types of community locations are important. This study used a mixed methods approach. Forty autistic adults (ages 24 - 62 years) completed survey data, 1 week of Global Positioning System (GPS) tracking, and interviews to assess the importance of community locations and feelings of belonging. GPS data showed participants engaged in a variety of community activities; most frequently grocery shopping, eating fast food, working, and walking in the community. Least frequent activities observed included dating; going to a park, festival, or sporting event; and getting a haircut. Participants who lived with parents/guardians were more likely to have community activities closer to home and therefore smaller activity spaces than those who lived more independently, while currently employed participants spent more time away from home and visited more unique locations than those who were unemployed. Age was also positively associated with time spent away from home. While many autistic adults were involved in activities in the community, less than half (38 %) endorsed feeling a part of the community. Results of this study indicate that adults who live less independently may require additional support to participate broadly in the community, but supporting autistic adults in securing employment in any capacity may provide additional benefits to community participation. En ligne : https://doi.org/10.1016/j.reia.2025.202631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] "A Week in the Life:" Exploring community participation of autistic adults through GPS mapping [Texte imprimé et/ou numérique] / Julie D. DORAN, Auteur ; Zhaoying LI, Auteur . - p.202631. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202631 Mots-clés : Autism spectrum  Community participation  Adulthood  Global Positioning System (GPS)  Employment Index. décimale : PER Périodiques Résumé : Participation is connected to health-related quality of life for autistic adults. However, autistic adults engage in less community participation compared to their non-autistic peers and individuals of other disability groups. More data are needed to understand community participation from autistic adults' perspective. This study aims to address how autistic adults are engaging in their communities, what are predictors of community participation, and what types of community locations are important. This study used a mixed methods approach. Forty autistic adults (ages 24 - 62 years) completed survey data, 1 week of Global Positioning System (GPS) tracking, and interviews to assess the importance of community locations and feelings of belonging. GPS data showed participants engaged in a variety of community activities; most frequently grocery shopping, eating fast food, working, and walking in the community. Least frequent activities observed included dating; going to a park, festival, or sporting event; and getting a haircut. Participants who lived with parents/guardians were more likely to have community activities closer to home and therefore smaller activity spaces than those who lived more independently, while currently employed participants spent more time away from home and visited more unique locations than those who were unemployed. Age was also positively associated with time spent away from home. While many autistic adults were involved in activities in the community, less than half (38 %) endorsed feeling a part of the community. Results of this study indicate that adults who live less independently may require additional support to participate broadly in the community, but supporting autistic adults in securing employment in any capacity may provide additional benefits to community participation. En ligne : https://doi.org/10.1016/j.reia.2025.202631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Voicemail Elicitation Task: Potential workplace communication assessment tool for autistic individuals / Peter MEULENBROEK ; Zuzanna MYSZKO ; Katarina REDUZZI ; Helen M. GENOVA in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202632 Titre : Voicemail Elicitation Task: Potential workplace communication assessment tool for autistic individuals Type de document : Texte imprimé et/ou numérique Auteurs : Peter MEULENBROEK, Auteur ; Zuzanna MYSZKO, Auteur ; Katarina REDUZZI, Auteur ; Helen M. GENOVA, Auteur Article en page(s) : p.202632 Langues : Anglais (eng) Mots-clés : Autism  Transition age youth  Adolescents  Politeness, politeness markers, employment  Workplace  Communication  Voicemail Index. décimale : PER Périodiques Résumé : Background Politeness Markers (PMs) are utterances that express politeness which help in keeping positive relationship with the listener. PMs include 2 main categories: Positive (showing appreciation to the listener) and negative (utterances that are used to avoid conflict and show consideration of the listener?s feelings). Aims Evaluate the Voicemail Elicitation Task (VET) as an assessment tool for (PMs) use in workplace related scenarios in autistic individuals in comparison with neurotypical controls with age range 15-23 years. Methods and procedures Parents filled out the Social Responsiveness Scale-2nd (SRS-2) edition and La Trobe Communication questionnaire (LCQ). Language samples were obtained from participants through the VET that is a computerized language sampling procedure that involves four employment related role- play scenarios. Outcomes and results There were significant differences between both groups in negative PMs per minute. There were significant negative correlations between total negative PMs per minute and SRS-2 total score as well as (LCQ) total score. Conclusions and implications Autistic individuals showed less use of negative PMs in comparison to NTCs which is related to their social communication challenges. Additionally, VET has shown good psychometric properties which indicates that it could be used as a potential tool that could predict performance of autistic individuals in employment settings. En ligne : https://doi.org/10.1016/j.reia.2025.202632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Voicemail Elicitation Task: Potential workplace communication assessment tool for autistic individuals [Texte imprimé et/ou numérique] / Peter MEULENBROEK, Auteur ; Zuzanna MYSZKO, Auteur ; Katarina REDUZZI, Auteur ; Helen M. GENOVA, Auteur . - p.202632. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202632 Mots-clés : Autism  Transition age youth  Adolescents  Politeness, politeness markers, employment  Workplace  Communication  Voicemail Index. décimale : PER Périodiques Résumé : Background Politeness Markers (PMs) are utterances that express politeness which help in keeping positive relationship with the listener. PMs include 2 main categories: Positive (showing appreciation to the listener) and negative (utterances that are used to avoid conflict and show consideration of the listener?s feelings). Aims Evaluate the Voicemail Elicitation Task (VET) as an assessment tool for (PMs) use in workplace related scenarios in autistic individuals in comparison with neurotypical controls with age range 15-23 years. Methods and procedures Parents filled out the Social Responsiveness Scale-2nd (SRS-2) edition and La Trobe Communication questionnaire (LCQ). Language samples were obtained from participants through the VET that is a computerized language sampling procedure that involves four employment related role- play scenarios. Outcomes and results There were significant differences between both groups in negative PMs per minute. There were significant negative correlations between total negative PMs per minute and SRS-2 total score as well as (LCQ) total score. Conclusions and implications Autistic individuals showed less use of negative PMs in comparison to NTCs which is related to their social communication challenges. Additionally, VET has shown good psychometric properties which indicates that it could be used as a potential tool that could predict performance of autistic individuals in employment settings. En ligne : https://doi.org/10.1016/j.reia.2025.202632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

The relationship between dietary patterns and the autistic trait in school-age children / Guo ZHENG ; Haoran YU ; Yulin WU ; Weilin HUANG ; Zheqing ZHANG ; Jingjing LIANG in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202633 Titre : The relationship between dietary patterns and the autistic trait in school-age children Type de document : Texte imprimé et/ou numérique Auteurs : Guo ZHENG, Auteur ; Haoran YU, Auteur ; Yulin WU, Auteur ; Weilin HUANG, Auteur ; Zheqing ZHANG, Auteur ; Jingjing LIANG, Auteur Article en page(s) : p.202633 Langues : Anglais (eng) Mots-clés : Autistic trait  Autism spectrum disorder  Dietary patterns  Food  School-aged children Index. décimale : PER Périodiques Résumé : Objectives Subclinical individuals with high autistic traits (ATs) exhibit milder but similar social and communicative impairments compared to those with autism spectrum disorder (ASD). This study investigated the relationship between dietary patterns (DPs) and the autistic trait (AT) in school-aged children in Guangzhou. Methods A cross-sectional study was conducted with 398 children aged six to nine. Principal component factor analysis identified dietary patterns, and ATs were assessed using the Autism Spectrum Quotient-Children?s Version. Multiple linear regression, ANCOVA, and restricted cubic spline analysis were applied to examine associations. Results Children with higher AT had lower intake of light fruits and eggs (P: 0.008-0.043). An inverse association was found between the "vegetables-fruits-red meat" pattern and AQ-C scores (?: ?0.708; 95 % CI: ?1.366, ?0.050). The "seafood-vegetables-fruits" pattern showed an inverted U-shaped association with AQ-C scores both in the overall sample and specifically among boys (P for non-linearity: 0.003-0.004). Conclusions Dietary patterns rich in fruits, vegetables, moderate red meat, seafood, and eggs may be associated with lower levels of autistic traits in school-age children, particularly in boys. En ligne : https://doi.org/10.1016/j.reia.2025.202633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The relationship between dietary patterns and the autistic trait in school-age children [Texte imprimé et/ou numérique] / Guo ZHENG, Auteur ; Haoran YU, Auteur ; Yulin WU, Auteur ; Weilin HUANG, Auteur ; Zheqing ZHANG, Auteur ; Jingjing LIANG, Auteur . - p.202633. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202633 Mots-clés : Autistic trait  Autism spectrum disorder  Dietary patterns  Food  School-aged children Index. décimale : PER Périodiques Résumé : Objectives Subclinical individuals with high autistic traits (ATs) exhibit milder but similar social and communicative impairments compared to those with autism spectrum disorder (ASD). This study investigated the relationship between dietary patterns (DPs) and the autistic trait (AT) in school-aged children in Guangzhou. Methods A cross-sectional study was conducted with 398 children aged six to nine. Principal component factor analysis identified dietary patterns, and ATs were assessed using the Autism Spectrum Quotient-Children?s Version. Multiple linear regression, ANCOVA, and restricted cubic spline analysis were applied to examine associations. Results Children with higher AT had lower intake of light fruits and eggs (P: 0.008-0.043). An inverse association was found between the "vegetables-fruits-red meat" pattern and AQ-C scores (?: ?0.708; 95 % CI: ?1.366, ?0.050). The "seafood-vegetables-fruits" pattern showed an inverted U-shaped association with AQ-C scores both in the overall sample and specifically among boys (P for non-linearity: 0.003-0.004). Conclusions Dietary patterns rich in fruits, vegetables, moderate red meat, seafood, and eggs may be associated with lower levels of autistic traits in school-age children, particularly in boys. En ligne : https://doi.org/10.1016/j.reia.2025.202633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

A bibliometric analysis of mindfulness-based interventions for individuals with autism spectrum disorder and their caregivers / Maosen GUAN ; Tatyana R. TOMENKO ; Irina A. TUZANKINA ; Valery A. CHERESHNEV ; Ningkun XIAO in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202640 Titre : A bibliometric analysis of mindfulness-based interventions for individuals with autism spectrum disorder and their caregivers Type de document : Texte imprimé et/ou numérique Auteurs : Maosen GUAN, Auteur ; Tatyana R. TOMENKO, Auteur ; Irina A. TUZANKINA, Auteur ; Valery A. CHERESHNEV, Auteur ; Ningkun XIAO, Auteur Article en page(s) : p.202640 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Mindfulness-based intervention  Mindfulness  Mental health  Family well-being  Bibliometric study Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) presents significant challenges for both individuals and caregivers, often leading to stress, anxiety, and depression. Although mindfulness-based interventions (MBIs) have emerged as a promising approach to alleviate these burdens, this field lacks a comprehensive bibliometric analysis. Aim We discuss future research hotspots and directions, with the aim of helping researchers quickly identify key areas for collaboration and development in this field, thereby advancing the clinical application of MBIs and improving the physical and mental well-being of autistic individuals and their caregivers. Methodology We analyzed data from the Web of Science Core Collection (WoSCC), which included 335 articles authored by 1213 researchers and published in 146 journals. We employed bibliometric tools to examine publication trends, citations, key authors, and institutions. We conducted keyword and thematic evolution analyses to identify research hotspots and emerging trends. Findings Since 2013, research on MBIs for ASD has significantly increased, with the USA leading in both output and impact. Family-centered mindfulness interventions focused on caregivers' well-being, particularly for mothers, were a key theme. Researchers widely used psychometric tools like the Beck Anxiety Inventory (BAI) and Parenting Stress Index (PSI). Emerging trends include the integration of MBI with artificial intelligence and remote interventions, which address sensory processing and social communication in ASD. Significance This is the first bibliometric study on MBIs for ASD, highlighting their growing importance in improving mental health and reducing stress in both autistic individuals and caregivers. Future research should focus on personalized interventions and further explore the underlying mechanisms of MBIs. En ligne : https://doi.org/10.1016/j.reia.2025.202640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] A bibliometric analysis of mindfulness-based interventions for individuals with autism spectrum disorder and their caregivers [Texte imprimé et/ou numérique] / Maosen GUAN, Auteur ; Tatyana R. TOMENKO, Auteur ; Irina A. TUZANKINA, Auteur ; Valery A. CHERESHNEV, Auteur ; Ningkun XIAO, Auteur . - p.202640. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202640 Mots-clés : Autism spectrum disorders  Mindfulness-based intervention  Mindfulness  Mental health  Family well-being  Bibliometric study Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) presents significant challenges for both individuals and caregivers, often leading to stress, anxiety, and depression. Although mindfulness-based interventions (MBIs) have emerged as a promising approach to alleviate these burdens, this field lacks a comprehensive bibliometric analysis. Aim We discuss future research hotspots and directions, with the aim of helping researchers quickly identify key areas for collaboration and development in this field, thereby advancing the clinical application of MBIs and improving the physical and mental well-being of autistic individuals and their caregivers. Methodology We analyzed data from the Web of Science Core Collection (WoSCC), which included 335 articles authored by 1213 researchers and published in 146 journals. We employed bibliometric tools to examine publication trends, citations, key authors, and institutions. We conducted keyword and thematic evolution analyses to identify research hotspots and emerging trends. Findings Since 2013, research on MBIs for ASD has significantly increased, with the USA leading in both output and impact. Family-centered mindfulness interventions focused on caregivers' well-being, particularly for mothers, were a key theme. Researchers widely used psychometric tools like the Beck Anxiety Inventory (BAI) and Parenting Stress Index (PSI). Emerging trends include the integration of MBI with artificial intelligence and remote interventions, which address sensory processing and social communication in ASD. Significance This is the first bibliometric study on MBIs for ASD, highlighting their growing importance in improving mental health and reducing stress in both autistic individuals and caregivers. Future research should focus on personalized interventions and further explore the underlying mechanisms of MBIs. En ligne : https://doi.org/10.1016/j.reia.2025.202640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Effectiveness of physical activity on repetitive behaviors and independence in autistic adults: A systematic review / Hope HACKER ; Kaleigh MAGNANT ; Camila SALAZAR ; Kayla KUBENKA ; Lillian CATES ; Alison HANSEN ; Karen RATCLIFF ; Claudia HILTON in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202641 Titre : Effectiveness of physical activity on repetitive behaviors and independence in autistic adults: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Hope HACKER, Auteur ; Kaleigh MAGNANT, Auteur ; Camila SALAZAR, Auteur ; Kayla KUBENKA, Auteur ; Lillian CATES, Auteur ; Alison HANSEN, Auteur ; Karen RATCLIFF, Auteur ; Claudia HILTON, Auteur Article en page(s) : p.202641 Langues : Anglais (eng) Mots-clés : Physical activity  Repetitive behaviors  Independence  Participation  Activities of daily living  Autonomy Index. décimale : PER Périodiques Résumé : Importance A higher frequency of disruptive repetitive behaviors is associated with a decrease in independence, lowering the quality of life among autistic adults. Objective Summarize existing literature examining the effectiveness of physical activity on disruptive repetitive behaviors and decreased independence in autistic adults. Data sources Review registered in PROSPERO (ID: CRD42023448585). Databases searched on July 11th, 2023, included Medline, CINAHL, PsycInfo, and Scopus. Study selection and data collection Guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses were used for data abstraction. Peer-reviewed articles published globally were evaluated. Nine met the inclusion criteria. Studies completed with autistic children were excluded due to the recent systematic reviews that have been conducted on this topic. A total of 469 participants were assessed. Risk-of-bias assessments were performed. Studies were divided by outcome, repetitive behaviors, and independence. Findings Participation in moderate to vigorous intensity physical activity was shown to reduce repetitive behaviors and increase independence in activities of daily living or an autonomous completion of routines. Small sample size, challenges recruiting adult participants, and lack of consistency in the studies limited the strength of the findings. Conclusions and relevance Results from this systematic review provide moderate evidence to support the use of physical activity in reducing repetitive behaviors and increasing independence in autistic adults. Physical activity interventions at a moderate to vigorous intensity for at least 20 min, twice a week is a treatment option to consider targeting these outcomes. What this article adds Provides information helpful in determining the usefulness of physical activity as an intervention for autistic adults. En ligne : https://doi.org/10.1016/j.reia.2025.202641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Effectiveness of physical activity on repetitive behaviors and independence in autistic adults: A systematic review [Texte imprimé et/ou numérique] / Hope HACKER, Auteur ; Kaleigh MAGNANT, Auteur ; Camila SALAZAR, Auteur ; Kayla KUBENKA, Auteur ; Lillian CATES, Auteur ; Alison HANSEN, Auteur ; Karen RATCLIFF, Auteur ; Claudia HILTON, Auteur . - p.202641. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202641 Mots-clés : Physical activity  Repetitive behaviors  Independence  Participation  Activities of daily living  Autonomy Index. décimale : PER Périodiques Résumé : Importance A higher frequency of disruptive repetitive behaviors is associated with a decrease in independence, lowering the quality of life among autistic adults. Objective Summarize existing literature examining the effectiveness of physical activity on disruptive repetitive behaviors and decreased independence in autistic adults. Data sources Review registered in PROSPERO (ID: CRD42023448585). Databases searched on July 11th, 2023, included Medline, CINAHL, PsycInfo, and Scopus. Study selection and data collection Guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses were used for data abstraction. Peer-reviewed articles published globally were evaluated. Nine met the inclusion criteria. Studies completed with autistic children were excluded due to the recent systematic reviews that have been conducted on this topic. A total of 469 participants were assessed. Risk-of-bias assessments were performed. Studies were divided by outcome, repetitive behaviors, and independence. Findings Participation in moderate to vigorous intensity physical activity was shown to reduce repetitive behaviors and increase independence in activities of daily living or an autonomous completion of routines. Small sample size, challenges recruiting adult participants, and lack of consistency in the studies limited the strength of the findings. Conclusions and relevance Results from this systematic review provide moderate evidence to support the use of physical activity in reducing repetitive behaviors and increasing independence in autistic adults. Physical activity interventions at a moderate to vigorous intensity for at least 20 min, twice a week is a treatment option to consider targeting these outcomes. What this article adds Provides information helpful in determining the usefulness of physical activity as an intervention for autistic adults. En ligne : https://doi.org/10.1016/j.reia.2025.202641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

The effect of omega-3 fatty acid supplementation on autism spectrum disorder: A meta-analysis / Jia-Qi JING ; Li-Xin YI ; Chang-Jiang YANG in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202642 Titre : The effect of omega-3 fatty acid supplementation on autism spectrum disorder: A meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jia-Qi JING, Auteur ; Li-Xin YI, Auteur ; Chang-Jiang YANG, Auteur Article en page(s) : p.202642 Langues : Anglais (eng) Mots-clés : Omega-3 fatty acid  ASD  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Omega-3 therapy for ASD is often used as a complementary and alternative medical approach, however, its impact on the core symptoms of ASD is controversial. Therefore, accurately determining the role of Omega-3 in ASD can establish a foundation for parents and doctors to formulate treatment plans. The current study aimed to include randomized controlled trials and provide a meta-analysis to evaluate the impact of Omega-3 fatty acids on the core symptoms of ASD. Method We searched the papers published in the Web of Science, PubMed, Medline, Scopus, EBSCO, SpringerLink, and Wiley Online Library databases until 10th April 2024 with 11 articles included. The meta-analysis evaluated the overall effects of Omega-3 fatty acids on core ASD behaviors and the effects on hyperactivity behavior, stereotype behavior, communication difficulty, and emotional difficulty. Results Results indicated that, compared to placebo, the Omega-3 fatty acids had a small and non-significant effect on the overall behavior [SMD= ?0.1, 95 % CI (?0.36,0.17), p = 0.47], with the same effect on hyperactivity behavior [SMD= ?0.24, 95 % CI (?0.55,0.08), p = 0.14], stereotyped behavior [SMD= ?0.2, 95 % CI (?0.47,0.07), p = 0.15], communication difficulty [SMD= ?0.09, 95 % CI (?0.42,0.24), p = 0.60], and emotional difficulty [SMD= ?0.15, 95 % CI (?0.45,0.14), p = 0.3]. Conclusions Overall, Omega-3 fatty acids have a minor and insignificant effect on ASD behaviors, which may be related to treatment protocol and appropriateness of participants. In the future, more large-scale and rigorous randomized controlled trials are needed to further obtain more convincing conclusions. En ligne : https://doi.org/10.1016/j.reia.2025.202642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The effect of omega-3 fatty acid supplementation on autism spectrum disorder: A meta-analysis [Texte imprimé et/ou numérique] / Jia-Qi JING, Auteur ; Li-Xin YI, Auteur ; Chang-Jiang YANG, Auteur . - p.202642. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202642 Mots-clés : Omega-3 fatty acid  ASD  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Omega-3 therapy for ASD is often used as a complementary and alternative medical approach, however, its impact on the core symptoms of ASD is controversial. Therefore, accurately determining the role of Omega-3 in ASD can establish a foundation for parents and doctors to formulate treatment plans. The current study aimed to include randomized controlled trials and provide a meta-analysis to evaluate the impact of Omega-3 fatty acids on the core symptoms of ASD. Method We searched the papers published in the Web of Science, PubMed, Medline, Scopus, EBSCO, SpringerLink, and Wiley Online Library databases until 10th April 2024 with 11 articles included. The meta-analysis evaluated the overall effects of Omega-3 fatty acids on core ASD behaviors and the effects on hyperactivity behavior, stereotype behavior, communication difficulty, and emotional difficulty. Results Results indicated that, compared to placebo, the Omega-3 fatty acids had a small and non-significant effect on the overall behavior [SMD= ?0.1, 95 % CI (?0.36,0.17), p = 0.47], with the same effect on hyperactivity behavior [SMD= ?0.24, 95 % CI (?0.55,0.08), p = 0.14], stereotyped behavior [SMD= ?0.2, 95 % CI (?0.47,0.07), p = 0.15], communication difficulty [SMD= ?0.09, 95 % CI (?0.42,0.24), p = 0.60], and emotional difficulty [SMD= ?0.15, 95 % CI (?0.45,0.14), p = 0.3]. Conclusions Overall, Omega-3 fatty acids have a minor and insignificant effect on ASD behaviors, which may be related to treatment protocol and appropriateness of participants. In the future, more large-scale and rigorous randomized controlled trials are needed to further obtain more convincing conclusions. En ligne : https://doi.org/10.1016/j.reia.2025.202642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

"It's all theatre and my mask unintentionally broke": Conscious camouflaging in Spanish autistic women and non-binary individuals with late detection / Irene GARCIA-MOLINA in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202643 Titre : "It's all theatre and my mask unintentionally broke": Conscious camouflaging in Spanish autistic women and non-binary individuals with late detection Type de document : Texte imprimé et/ou numérique Auteurs : Irene GARCIA-MOLINA, Auteur Article en page(s) : p.202643 Langues : Anglais (eng) Mots-clés : Autism  Woman  Gender-dissident identity  Awareness  Camouflage  Identity Index. décimale : PER Périodiques Résumé : The Autism Spectrum Condition (ASC), from the paradigm of neurodiversity, is a lifelong condition that shapes a unique perception of the world. Within this development of characteristics, individuals often adopt strategies and behaviours to navigate the neurotypical social world, effectively camouflaging their differences and challenges. However, the extent to which autistic individuals are aware of their own camouflaging is underexplored. This study aims to amplify the voices of autistic women and gender-dissident individuals to explore a) the stability of camouflaging strategies across the lifespan, b) how late detection affects these strategies, and c) the awareness and motivations behind camouflaging behaviours. A group of 34 Spanish women and non-binary individuals, aged 18 to 56, with late detection, were interviewed-fourteen participants in interviews and the remaining twenty through a written format. Following the Reflexive Thematic Analysis model, three main themes were constructed: (1) "From the Oppressive Mask to Well-being: The Importance of Detection", (2) "Pretending My Best Normal" and (3) "Understanding: Releasing Guilt, Embracing My Identity". Most participants tried to fit in by imitating behaviours, structuring conversations, and adopting neurotypical behaviours, often more than intended. These efforts, driven by a need to belong, avoid conflict, or perform well, negatively impacted their health. The impact varied with the participant?s self-awareness of these strategies. En ligne : https://doi.org/10.1016/j.reia.2025.202643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] "It's all theatre and my mask unintentionally broke": Conscious camouflaging in Spanish autistic women and non-binary individuals with late detection [Texte imprimé et/ou numérique] / Irene GARCIA-MOLINA, Auteur . - p.202643. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202643 Mots-clés : Autism  Woman  Gender-dissident identity  Awareness  Camouflage  Identity Index. décimale : PER Périodiques Résumé : The Autism Spectrum Condition (ASC), from the paradigm of neurodiversity, is a lifelong condition that shapes a unique perception of the world. Within this development of characteristics, individuals often adopt strategies and behaviours to navigate the neurotypical social world, effectively camouflaging their differences and challenges. However, the extent to which autistic individuals are aware of their own camouflaging is underexplored. This study aims to amplify the voices of autistic women and gender-dissident individuals to explore a) the stability of camouflaging strategies across the lifespan, b) how late detection affects these strategies, and c) the awareness and motivations behind camouflaging behaviours. A group of 34 Spanish women and non-binary individuals, aged 18 to 56, with late detection, were interviewed-fourteen participants in interviews and the remaining twenty through a written format. Following the Reflexive Thematic Analysis model, three main themes were constructed: (1) "From the Oppressive Mask to Well-being: The Importance of Detection", (2) "Pretending My Best Normal" and (3) "Understanding: Releasing Guilt, Embracing My Identity". Most participants tried to fit in by imitating behaviours, structuring conversations, and adopting neurotypical behaviours, often more than intended. These efforts, driven by a need to belong, avoid conflict, or perform well, negatively impacted their health. The impact varied with the participant?s self-awareness of these strategies. En ligne : https://doi.org/10.1016/j.reia.2025.202643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

"Life has more purpose now": A grounded theory investigation of the impact of table-top board games on wellbeing and functioning in autistic adults / Miriam STURDEE ; Philip KERSHAW ; Ian C. SMITH in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202644 Titre : "Life has more purpose now": A grounded theory investigation of the impact of table-top board games on wellbeing and functioning in autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Miriam STURDEE, Auteur ; Philip KERSHAW, Auteur ; Ian C. SMITH, Auteur Article en page(s) : p.202644 Langues : Anglais (eng) Mots-clés : Autism  ASD  Wellbeing  Functioning  Table-top board games Index. décimale : PER Périodiques Résumé : Background Despite anecdotal evidence of the benefits of table-top board game engagement for the wellbeing and functioning of autistic adults, limited research to date has explicitly explored this relationship. If table-top board games are perceived to be beneficial for psychological wellbeing and functioning in autistic adults, they could be utilised in the community as a protective factor which could reduce the number of autistic adults requiring a referral to mental health services. Learning about the role of board games could also lead to the development of innovative therapeutic approaches. Therefore, the aim of this research was to examine qualitatively what impact autistic adults perceive playing table-top board games has on their wellbeing and functioning. Method Ten autistic adults volunteered to participate in semi-structured interviews. Verbatim interview transcripts were analysed following the principles of Grounded Theory. Results Results identified three main concepts: 1) The cycle of board game engagement 2) Impact on aspects of autism 3) Impact on wellbeing and functioning. Content of these concepts interacted in a variety of ways, which have been represented in a theoretical model. Conclusion Multiple components of board games were identified as impacting on wellbeing and functioning. These have been represented in a theoretical model. The more time playing board games generally meant that participants were communicating better, forming better relationships, feeling more included and enjoying games more. These factors contributed to them playing more games, creating a virtuous cycle. In turn, the concepts all lead back to a general sense of improved wellbeing and functioning. En ligne : https://doi.org/10.1016/j.reia.2025.202644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] "Life has more purpose now": A grounded theory investigation of the impact of table-top board games on wellbeing and functioning in autistic adults [Texte imprimé et/ou numérique] / Miriam STURDEE, Auteur ; Philip KERSHAW, Auteur ; Ian C. SMITH, Auteur . - p.202644. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202644 Mots-clés : Autism  ASD  Wellbeing  Functioning  Table-top board games Index. décimale : PER Périodiques Résumé : Background Despite anecdotal evidence of the benefits of table-top board game engagement for the wellbeing and functioning of autistic adults, limited research to date has explicitly explored this relationship. If table-top board games are perceived to be beneficial for psychological wellbeing and functioning in autistic adults, they could be utilised in the community as a protective factor which could reduce the number of autistic adults requiring a referral to mental health services. Learning about the role of board games could also lead to the development of innovative therapeutic approaches. Therefore, the aim of this research was to examine qualitatively what impact autistic adults perceive playing table-top board games has on their wellbeing and functioning. Method Ten autistic adults volunteered to participate in semi-structured interviews. Verbatim interview transcripts were analysed following the principles of Grounded Theory. Results Results identified three main concepts: 1) The cycle of board game engagement 2) Impact on aspects of autism 3) Impact on wellbeing and functioning. Content of these concepts interacted in a variety of ways, which have been represented in a theoretical model. Conclusion Multiple components of board games were identified as impacting on wellbeing and functioning. These have been represented in a theoretical model. The more time playing board games generally meant that participants were communicating better, forming better relationships, feeling more included and enjoying games more. These factors contributed to them playing more games, creating a virtuous cycle. In turn, the concepts all lead back to a general sense of improved wellbeing and functioning. En ligne : https://doi.org/10.1016/j.reia.2025.202644 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Development of the Childhood Autism Rating Scale-Brief Form for early detection of autism spectrum disorder in toddlers under three / Yuh-Ming HOU ; Lai-Sang IAO ; Chin-Chin WU in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202645 Titre : Development of the Childhood Autism Rating Scale-Brief Form for early detection of autism spectrum disorder in toddlers under three Type de document : Texte imprimé et/ou numérique Auteurs : Yuh-Ming HOU, Auteur ; Lai-Sang IAO, Auteur ; Chin-Chin WU, Auteur Article en page(s) : p.202645 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Childhood Autism Rating Scale  Brief Form  Developmental delays  Sensitivity  Specificity Index. décimale : PER Périodiques Résumé : Background Early diagnosis and intervention could improve the prognosis of autism spectrum disorder (ASD). This study aimed to investigate the validity of the Childhood Autism Rating Scale (CARS) in toddlers with ASD under 3 years and develop an efficient abbreviated version for early diagnosis of ASD. Methods Two studies were conducted to evaluate the validity of the CARS for detecting ASD. Study 1 examined the differences between 30 toddlers with ASD and 30 toddlers with developmental delays (DD) and analyzed the area under the receiver operating characteristic (ROC) curve. Critical items were selected as the CARS-Brief Form (CARS-BF) and cutoff scores were determined. Study 2 involved 206 toddlers, including 115 with ASD, 34 with mild-ASD, and 57 with DD, to validate the utility of the CARS-BF. Results Study 1 identified 7 items for the CARS-BF and found the optimal cutoff scores to be 12.5 and 13. Study 2 confirmed the optimal cutoff score of 12.5 and 13 for the CARS-BF and demonstrated good accuracy. Besides, the cutoff score of 13 exhibited high sensitivity (88.7 %) and specificity (84.2 %). Conclusion The CARS-BF demonstrated a high level of accuracy. It can be utilized as an effective tool for identifying toddlers with ASD in clinical settings. En ligne : https://doi.org/10.1016/j.reia.2025.202645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Development of the Childhood Autism Rating Scale-Brief Form for early detection of autism spectrum disorder in toddlers under three [Texte imprimé et/ou numérique] / Yuh-Ming HOU, Auteur ; Lai-Sang IAO, Auteur ; Chin-Chin WU, Auteur . - p.202645. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202645 Mots-clés : Autism spectrum disorder  Childhood Autism Rating Scale  Brief Form  Developmental delays  Sensitivity  Specificity Index. décimale : PER Périodiques Résumé : Background Early diagnosis and intervention could improve the prognosis of autism spectrum disorder (ASD). This study aimed to investigate the validity of the Childhood Autism Rating Scale (CARS) in toddlers with ASD under 3 years and develop an efficient abbreviated version for early diagnosis of ASD. Methods Two studies were conducted to evaluate the validity of the CARS for detecting ASD. Study 1 examined the differences between 30 toddlers with ASD and 30 toddlers with developmental delays (DD) and analyzed the area under the receiver operating characteristic (ROC) curve. Critical items were selected as the CARS-Brief Form (CARS-BF) and cutoff scores were determined. Study 2 involved 206 toddlers, including 115 with ASD, 34 with mild-ASD, and 57 with DD, to validate the utility of the CARS-BF. Results Study 1 identified 7 items for the CARS-BF and found the optimal cutoff scores to be 12.5 and 13. Study 2 confirmed the optimal cutoff score of 12.5 and 13 for the CARS-BF and demonstrated good accuracy. Besides, the cutoff score of 13 exhibited high sensitivity (88.7 %) and specificity (84.2 %). Conclusion The CARS-BF demonstrated a high level of accuracy. It can be utilized as an effective tool for identifying toddlers with ASD in clinical settings. En ligne : https://doi.org/10.1016/j.reia.2025.202645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Maximizing accurate detection of divergence from normative expectation in behavioral intervention outcome assessment / Katie HUBA ; Allison R. FRAZIER ; Rebecca A. WOMACK ; Eric A. YOUNGSTROM ; Lacey CHETCUTI ; Antonio Y. HARDAN ; Mirko ULJAREVIC in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202646 Titre : Maximizing accurate detection of divergence from normative expectation in behavioral intervention outcome assessment Type de document : Texte imprimé et/ou numérique Auteurs : Katie HUBA, Auteur ; Allison R. FRAZIER, Auteur ; Rebecca A. WOMACK, Auteur ; Eric A. YOUNGSTROM, Auteur ; Lacey CHETCUTI, Auteur ; Antonio Y. HARDAN, Auteur ; Mirko ULJAREVIC, Auteur Article en page(s) : p.202646 Langues : Anglais (eng) Mots-clés : Norms  Behavioral intervention  Outcomes  Progress monitoring  Generalized additive models Index. décimale : PER Périodiques Résumé : Behavioral interventions have shown substantial positive effects at the group level in improving the developmental trajectory of individuals with autism spectrum disorder (ASD), including a wide range of benefits from symptom reductions to skill development. However, there remain pronounced individual differences in the response to interventions and substantial practice variability in the choice and implementation of outcome assessments to evaluate progress for individual cases. Unfortunately, legacy outcome assessments were not specifically designed for the behavioral intervention context or for use with individuals with ASD. Furthermore, legacy instruments have been normed using traditional approaches that are often very inefficient and have limited sensitivity to divergence from neurotypical expectation. Recently, new measures, specifically designed for ASD and related neurodevelopmental conditions, have been developed and revised for use as behavioral intervention outcome assessments. To maximize the value of these measures, the present study aimed to identify optimal norming methods by comparing five distinct continuous norming models. Results indicated that more complex models that include estimation of non-linear age trends fit better and appear to provide more accurate identification of deviation from normative expectation, especially at younger ages where normative data is dense. For some symptom and skill domains, inclusion of sex-specific age-trends was necessary for best fit and most accurate performance. These findings support the use of continuous norming methods using non-linear modeling of developmental trends in the norming of outcome measures for behavioral intervention. Behavior intervention outcome assessments would benefit from implementing these norming approaches to improve the ability to detect deviation from neurotypical symptom and skill levels. En ligne : https://doi.org/10.1016/j.reia.2025.202646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Maximizing accurate detection of divergence from normative expectation in behavioral intervention outcome assessment [Texte imprimé et/ou numérique] / Katie HUBA, Auteur ; Allison R. FRAZIER, Auteur ; Rebecca A. WOMACK, Auteur ; Eric A. YOUNGSTROM, Auteur ; Lacey CHETCUTI, Auteur ; Antonio Y. HARDAN, Auteur ; Mirko ULJAREVIC, Auteur . - p.202646. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202646 Mots-clés : Norms  Behavioral intervention  Outcomes  Progress monitoring  Generalized additive models Index. décimale : PER Périodiques Résumé : Behavioral interventions have shown substantial positive effects at the group level in improving the developmental trajectory of individuals with autism spectrum disorder (ASD), including a wide range of benefits from symptom reductions to skill development. However, there remain pronounced individual differences in the response to interventions and substantial practice variability in the choice and implementation of outcome assessments to evaluate progress for individual cases. Unfortunately, legacy outcome assessments were not specifically designed for the behavioral intervention context or for use with individuals with ASD. Furthermore, legacy instruments have been normed using traditional approaches that are often very inefficient and have limited sensitivity to divergence from neurotypical expectation. Recently, new measures, specifically designed for ASD and related neurodevelopmental conditions, have been developed and revised for use as behavioral intervention outcome assessments. To maximize the value of these measures, the present study aimed to identify optimal norming methods by comparing five distinct continuous norming models. Results indicated that more complex models that include estimation of non-linear age trends fit better and appear to provide more accurate identification of deviation from normative expectation, especially at younger ages where normative data is dense. For some symptom and skill domains, inclusion of sex-specific age-trends was necessary for best fit and most accurate performance. These findings support the use of continuous norming methods using non-linear modeling of developmental trends in the norming of outcome measures for behavioral intervention. Behavior intervention outcome assessments would benefit from implementing these norming approaches to improve the ability to detect deviation from neurotypical symptom and skill levels. En ligne : https://doi.org/10.1016/j.reia.2025.202646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Non-autistic college students' responses to the social behavior of autistic peers / Olivia F. WARD ; Rachel L. HARMON ; Amaya B. MCCLAIN ; James A. RANKIN ; Theodore S. TOMENY in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202647 Titre : Non-autistic college students' responses to the social behavior of autistic peers Type de document : Texte imprimé et/ou numérique Auteurs : Olivia F. WARD, Auteur ; Rachel L. HARMON, Auteur ; Amaya B. MCCLAIN, Auteur ; James A. RANKIN, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : p.202647 Langues : Anglais (eng) Mots-clés : Autism  College  Affect  Peer perceptions  Social responses Index. décimale : PER Périodiques Résumé : Autistic college students commonly experience strained social relationships with non-autistic peers. This is often attributed to autistic social differences. Yet, how non-autistic peers receive and respond to autistic individuals is also predictive of social interaction outcomes. This study investigated how non-autistic college students' (n = 469, Mage = 18.62; 79.3 % female) previous experiences with autistic people and perceptions of autistic behavior related to their willingness to socially engage with a hypothetical autistic peer. We hypothesized that the relations between predictor variables: non-autistic peers' quality of previous contact, perceptions of autistic individuals' controllability and responsibility over their behavior, and criterion variables: attitudes about autism and willingness to engage with autistic individuals, would be mediated by the peers' affective responses to a hypothetical autistic individual. Positive affect mediated the relations between quality of previous contact and positive attitudes and willingness to engage, whereas there were no associations between perceived controllability or perceived responsibility and positive affect, positive attitudes, or willingness to engage. These findings highlight potential intervention points (e.g., fostering positive interactions with autistic people) that may reduce social interaction difficulties and associated negative mental health outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Non-autistic college students' responses to the social behavior of autistic peers [Texte imprimé et/ou numérique] / Olivia F. WARD, Auteur ; Rachel L. HARMON, Auteur ; Amaya B. MCCLAIN, Auteur ; James A. RANKIN, Auteur ; Theodore S. TOMENY, Auteur . - p.202647. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202647 Mots-clés : Autism  College  Affect  Peer perceptions  Social responses Index. décimale : PER Périodiques Résumé : Autistic college students commonly experience strained social relationships with non-autistic peers. This is often attributed to autistic social differences. Yet, how non-autistic peers receive and respond to autistic individuals is also predictive of social interaction outcomes. This study investigated how non-autistic college students' (n = 469, Mage = 18.62; 79.3 % female) previous experiences with autistic people and perceptions of autistic behavior related to their willingness to socially engage with a hypothetical autistic peer. We hypothesized that the relations between predictor variables: non-autistic peers' quality of previous contact, perceptions of autistic individuals' controllability and responsibility over their behavior, and criterion variables: attitudes about autism and willingness to engage with autistic individuals, would be mediated by the peers' affective responses to a hypothetical autistic individual. Positive affect mediated the relations between quality of previous contact and positive attitudes and willingness to engage, whereas there were no associations between perceived controllability or perceived responsibility and positive affect, positive attitudes, or willingness to engage. These findings highlight potential intervention points (e.g., fostering positive interactions with autistic people) that may reduce social interaction difficulties and associated negative mental health outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Educators' knowledge about strategies and supports for autistic students in the transition from school to adulthood / Molly BERMAN ; Laurel A. SNIDER ; Matt SEGALL ; Mikle SOUTH in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202648 Titre : Educators' knowledge about strategies and supports for autistic students in the transition from school to adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Molly BERMAN, Auteur ; Laurel A. SNIDER, Auteur ; Matt SEGALL, Auteur ; Mikle SOUTH, Auteur Article en page(s) : p.202648 Langues : Anglais (eng) Mots-clés : Autism  Transition  Transition to Adulthood  Educators  Adolescents Index. décimale : PER Périodiques Résumé : High school educators play an integral bridge role in facilitating successful transition services for autistic teenagers moving into adulthood. To better understand everyday educator perspectives, we surveyed 54 general and special education educators about their knowledge and attitudes regarding transition services for autistic students, with additional open-ended questions on perceived barriers to success. Overall knowledge was at a basic level but on average educators would not feel comfortable coaching or teaching others about transition implementation. Educators emphasized the need for student input at all phases of transition planning but acknowledged this happens too rarely. They reported significant challenges because of difficulty connecting with other school staff and with community providers, of too little time and resources, and the struggles students face to advocate for themselves effectively. Educators called for increased family involvement and better communication amongst school staff. Recommendations for transition best practices for autistic students include providing adequate resources for educators to have time for training, transition planning and implementation, and family and student engagement. In some circumstances, it may make sense for students to take more than four years of high school to complete their transition goals. En ligne : https://doi.org/10.1016/j.reia.2025.202648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Educators' knowledge about strategies and supports for autistic students in the transition from school to adulthood [Texte imprimé et/ou numérique] / Molly BERMAN, Auteur ; Laurel A. SNIDER, Auteur ; Matt SEGALL, Auteur ; Mikle SOUTH, Auteur . - p.202648. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202648 Mots-clés : Autism  Transition  Transition to Adulthood  Educators  Adolescents Index. décimale : PER Périodiques Résumé : High school educators play an integral bridge role in facilitating successful transition services for autistic teenagers moving into adulthood. To better understand everyday educator perspectives, we surveyed 54 general and special education educators about their knowledge and attitudes regarding transition services for autistic students, with additional open-ended questions on perceived barriers to success. Overall knowledge was at a basic level but on average educators would not feel comfortable coaching or teaching others about transition implementation. Educators emphasized the need for student input at all phases of transition planning but acknowledged this happens too rarely. They reported significant challenges because of difficulty connecting with other school staff and with community providers, of too little time and resources, and the struggles students face to advocate for themselves effectively. Educators called for increased family involvement and better communication amongst school staff. Recommendations for transition best practices for autistic students include providing adequate resources for educators to have time for training, transition planning and implementation, and family and student engagement. In some circumstances, it may make sense for students to take more than four years of high school to complete their transition goals. En ligne : https://doi.org/10.1016/j.reia.2025.202648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Interventions to improve parental mental health and psychological well-being in parents of adolescents with a diagnosis of ASD and/or ADHD: A systematic review / Sebastian B. GAIGG ; Lewis BENJAMIN ; Angeliki BOGOSIAN in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202649 Titre : Interventions to improve parental mental health and psychological well-being in parents of adolescents with a diagnosis of ASD and/or ADHD: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Sebastian B. GAIGG, Auteur ; Lewis BENJAMIN, Auteur ; Angeliki BOGOSIAN, Auteur Article en page(s) : p.202649 Langues : Anglais (eng) Mots-clés : Neurodevelopmental conditions  Parents  Intervention  Mental health  Autism  Adhd Index. décimale : PER Périodiques Résumé : Parents of children with neurodevelopmental conditions, such as autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), report higher stress levels and mental health difficulties compared to parents of typically developing children. The adolescent period can present particular challenges and there is a need to better understand how best to support parents' mental health during this time. This systematic review examines the effectiveness of interventions focused on improving the mental health of parents of adolescents with neurodevelopmental conditions and synthesises details about the intervention characteristics. We included 31 peer-reviewed papers describing 19 unique mental health interventions for parents of children aged between 10 and 19 years and diagnosed with neurodevelopmental conditions. Studies were retrieved from nine databases and their quality was appraised using Joanna Briggs Institute quality assessment. Results are reported using narrative synthesis. Mindfulness-based interventions (MBI), examined in 23 studies, reported significant reductions in stress levels and improved trait mindfulness, whilst reductions of depressive symptoms and anxiety were mixed. Psychoeducation-based interventions (PEBI), reported in 5 studies, showed significant increases in self-efficacy and reduction of depressive symptoms, but not in stress. Therapeutic-based interventions (e.g., CBT, ACT) were the focus of 4 studies and findings among them were inconclusive. Most interventions were implemented in the format of psychoeducational lectures (17 studies), and mindfulness-based techniques (22 studies) in group settings (25 studies), with eight to nine 90-minute sessions. Whereas research in interventions supporting parental mental health is in its infancy, there is some support that mindfulness-based intervention and psychoeducation can be helpful. En ligne : https://doi.org/10.1016/j.reia.2025.202649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Interventions to improve parental mental health and psychological well-being in parents of adolescents with a diagnosis of ASD and/or ADHD: A systematic review [Texte imprimé et/ou numérique] / Sebastian B. GAIGG, Auteur ; Lewis BENJAMIN, Auteur ; Angeliki BOGOSIAN, Auteur . - p.202649. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202649 Mots-clés : Neurodevelopmental conditions  Parents  Intervention  Mental health  Autism  Adhd Index. décimale : PER Périodiques Résumé : Parents of children with neurodevelopmental conditions, such as autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), report higher stress levels and mental health difficulties compared to parents of typically developing children. The adolescent period can present particular challenges and there is a need to better understand how best to support parents' mental health during this time. This systematic review examines the effectiveness of interventions focused on improving the mental health of parents of adolescents with neurodevelopmental conditions and synthesises details about the intervention characteristics. We included 31 peer-reviewed papers describing 19 unique mental health interventions for parents of children aged between 10 and 19 years and diagnosed with neurodevelopmental conditions. Studies were retrieved from nine databases and their quality was appraised using Joanna Briggs Institute quality assessment. Results are reported using narrative synthesis. Mindfulness-based interventions (MBI), examined in 23 studies, reported significant reductions in stress levels and improved trait mindfulness, whilst reductions of depressive symptoms and anxiety were mixed. Psychoeducation-based interventions (PEBI), reported in 5 studies, showed significant increases in self-efficacy and reduction of depressive symptoms, but not in stress. Therapeutic-based interventions (e.g., CBT, ACT) were the focus of 4 studies and findings among them were inconclusive. Most interventions were implemented in the format of psychoeducational lectures (17 studies), and mindfulness-based techniques (22 studies) in group settings (25 studies), with eight to nine 90-minute sessions. Whereas research in interventions supporting parental mental health is in its infancy, there is some support that mindfulness-based intervention and psychoeducation can be helpful. En ligne : https://doi.org/10.1016/j.reia.2025.202649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Evaluating online chat counselling as a synchronous, digital and text-based mental health support service for autistic individuals and their parents / Dieter BAEYENS ; Maarten DE SCHRYVER ; Jo RENTY ; Herbert ROEYERS in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202650 Titre : Evaluating online chat counselling as a synchronous, digital and text-based mental health support service for autistic individuals and their parents Type de document : Texte imprimé et/ou numérique Auteurs : Dieter BAEYENS, Auteur ; Maarten DE SCHRYVER, Auteur ; Jo RENTY, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.202650 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intervention  Telehealth  Online chat counselling Index. décimale : PER Périodiques Résumé : The value of telehealth for autistic individuals has been well established, yet specific research regarding the implementation of online chat counselling for this population is limited. Addressing this gap, users of an existing chat platform (175 autistic individuals and 66 parents of an autistic individual), the Autism Chat, were asked to participate in a follow-up questionnaire immediately after chatting. The support needs of autistic individuals that led them to consult the Autism Chat were predominantly of an emotionally supportive nature, whereas those of parents were more frequently informative or problem-solving. The majority of autistic individuals and parents were highly satisfied with the support received and chatting was associated with an improvement in well-being right after the chat conversation. Chatting had both communicative (e.g., better self-expression) and practical (e.g., flexibility) advantages, with the benefits of chatting greatly outweighing the drawbacks. The findings offer valuable insights into the implementation as well as advantages and disadvantages of chat counselling as a mental health support service for autistic individuals and their network. En ligne : https://doi.org/10.1016/j.reia.2025.202650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Evaluating online chat counselling as a synchronous, digital and text-based mental health support service for autistic individuals and their parents [Texte imprimé et/ou numérique] / Dieter BAEYENS, Auteur ; Maarten DE SCHRYVER, Auteur ; Jo RENTY, Auteur ; Herbert ROEYERS, Auteur . - p.202650. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202650 Mots-clés : Autism spectrum disorder  Intervention  Telehealth  Online chat counselling Index. décimale : PER Périodiques Résumé : The value of telehealth for autistic individuals has been well established, yet specific research regarding the implementation of online chat counselling for this population is limited. Addressing this gap, users of an existing chat platform (175 autistic individuals and 66 parents of an autistic individual), the Autism Chat, were asked to participate in a follow-up questionnaire immediately after chatting. The support needs of autistic individuals that led them to consult the Autism Chat were predominantly of an emotionally supportive nature, whereas those of parents were more frequently informative or problem-solving. The majority of autistic individuals and parents were highly satisfied with the support received and chatting was associated with an improvement in well-being right after the chat conversation. Chatting had both communicative (e.g., better self-expression) and practical (e.g., flexibility) advantages, with the benefits of chatting greatly outweighing the drawbacks. The findings offer valuable insights into the implementation as well as advantages and disadvantages of chat counselling as a mental health support service for autistic individuals and their network. En ligne : https://doi.org/10.1016/j.reia.2025.202650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada / Jeffrey MACCORMACK ; Deondre WILLIAMS ; Theresa ANTONY ; Bella KOFNER ; Kristen GILLESPIE-LYNCH in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202651 Titre : Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey MACCORMACK, Auteur ; Deondre WILLIAMS, Auteur ; Theresa ANTONY, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.202651 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Cross-cultural  Stigma  Teacher training  Neurodiversity Index. décimale : PER Périodiques Résumé : Stigma and attitudes toward the inclusion of autistic students have primarily been investigated in Western countries. Little remains known about factors that shape these perspectives about autistic students cross-culturally. Using a cross-cultural sample of pre-service teachers from Hong Kong and Alberta, Canada, we aimed to evaluate if participation in an online autism training is associated with improved autism knowledge, stigma, and attitudes toward inclusion. We also explore cultural factors associated with autism stigma. A total of 55 and 57 pre-service teachers from Canada and Hong Kong, respectively, completed an online training module that included research-based information about autism and neurodiversity. Participants completed measures assessing autism knowledge, stigma, and attitudes toward inclusion before and after the training and answered open-ended questions about their perceptions of autistic people and their families. Results showed that, across countries, participation in training was associated with increased autism knowledge, more positive attitudes toward inclusion, and reduced stigma. In both countries, lower autism stigma was associated with higher autism knowledge, more confidence educating autistic people, heightened appreciation of biodiversity, and lower social dominance orientation. Despite having more prior experience educating autistic people, participants in Hong Kong reported higher autism stigma and exhibited lower autism knowledge than their counterparts in Canada. Compared to Canada, participants in Hong Kong exhibited more misconceptions and stereotypes about autism and described community members as treating autistic people and their families with less respect. Understanding educators' knowledge and attitudes toward autism cross-culturally can inform training needs and approaches that work for specific cultures. En ligne : https://doi.org/10.1016/j.reia.2025.202651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada [Texte imprimé et/ou numérique] / Jeffrey MACCORMACK, Auteur ; Deondre WILLIAMS, Auteur ; Theresa ANTONY, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.202651. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202651 Mots-clés : Autism  Inclusion  Cross-cultural  Stigma  Teacher training  Neurodiversity Index. décimale : PER Périodiques Résumé : Stigma and attitudes toward the inclusion of autistic students have primarily been investigated in Western countries. Little remains known about factors that shape these perspectives about autistic students cross-culturally. Using a cross-cultural sample of pre-service teachers from Hong Kong and Alberta, Canada, we aimed to evaluate if participation in an online autism training is associated with improved autism knowledge, stigma, and attitudes toward inclusion. We also explore cultural factors associated with autism stigma. A total of 55 and 57 pre-service teachers from Canada and Hong Kong, respectively, completed an online training module that included research-based information about autism and neurodiversity. Participants completed measures assessing autism knowledge, stigma, and attitudes toward inclusion before and after the training and answered open-ended questions about their perceptions of autistic people and their families. Results showed that, across countries, participation in training was associated with increased autism knowledge, more positive attitudes toward inclusion, and reduced stigma. In both countries, lower autism stigma was associated with higher autism knowledge, more confidence educating autistic people, heightened appreciation of biodiversity, and lower social dominance orientation. Despite having more prior experience educating autistic people, participants in Hong Kong reported higher autism stigma and exhibited lower autism knowledge than their counterparts in Canada. Compared to Canada, participants in Hong Kong exhibited more misconceptions and stereotypes about autism and described community members as treating autistic people and their families with less respect. Understanding educators' knowledge and attitudes toward autism cross-culturally can inform training needs and approaches that work for specific cultures. En ligne : https://doi.org/10.1016/j.reia.2025.202651 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Development of an integrated individual therapy approach for young adults with autism spectrum disorder / Amanda CHANG ; Yasmine BENSIDI-SLIMANE ; Katherine A. LOVELAND in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202653 Titre : Development of an integrated individual therapy approach for young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda CHANG, Auteur ; Yasmine BENSIDI-SLIMANE, Auteur ; Katherine A. LOVELAND, Auteur Article en page(s) : p.202653 Langues : Anglais (eng) Mots-clés : Young adulthood  Autism spectrum disorder  Motivational interviewing  Transition to adulthood  Neurodiversity  Mental health Index. décimale : PER Périodiques Résumé : Background The transition to adulthood presents unique challenges for young adults (18-25 years old) with autism spectrum disorder (ASD) without co-occurring intellectual disabilities, including difficulties making and achieving long-term goals. Components of evidence-based interventions such as Acceptance and Commitment Therapy (ACT) and Motivational Interviewing (MI) focus on helping individuals make changes in life and has been combined for adolescents. However, these approaches (ACT + MI) have yet to be adapted for young adults with ASD. Method The present study evaluated the feasibility, acceptability, and, in an exploratory step, preliminary signal of effect of an individual coaching approach (combined MI and ACT) for young adults with ASD. Eleven young adults (18-25 years old) with co-occurring disorders were provided with individual, virtual coaching sessions. Results The coaching sessions were feasible and acceptable. 82 % (9/11) of young adults completed the sessions, with barriers including work conflicts (n = 5) and internet issues (n = 3). Most (91 %) found the online modality acceptable, and 27 % rated the sessions as very useful. All participants met weekly SMART goals, with 73 % achieving "much more than expected." Nine out of 11 reached the Maintenance stage of the transtheoretical model. Conclusions The findings suggest that ACT and MI can be successfully implemented with young adults with ASD during the transition to adulthood. En ligne : https://doi.org/10.1016/j.reia.2025.202653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Development of an integrated individual therapy approach for young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda CHANG, Auteur ; Yasmine BENSIDI-SLIMANE, Auteur ; Katherine A. LOVELAND, Auteur . - p.202653. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202653 Mots-clés : Young adulthood  Autism spectrum disorder  Motivational interviewing  Transition to adulthood  Neurodiversity  Mental health Index. décimale : PER Périodiques Résumé : Background The transition to adulthood presents unique challenges for young adults (18-25 years old) with autism spectrum disorder (ASD) without co-occurring intellectual disabilities, including difficulties making and achieving long-term goals. Components of evidence-based interventions such as Acceptance and Commitment Therapy (ACT) and Motivational Interviewing (MI) focus on helping individuals make changes in life and has been combined for adolescents. However, these approaches (ACT + MI) have yet to be adapted for young adults with ASD. Method The present study evaluated the feasibility, acceptability, and, in an exploratory step, preliminary signal of effect of an individual coaching approach (combined MI and ACT) for young adults with ASD. Eleven young adults (18-25 years old) with co-occurring disorders were provided with individual, virtual coaching sessions. Results The coaching sessions were feasible and acceptable. 82 % (9/11) of young adults completed the sessions, with barriers including work conflicts (n = 5) and internet issues (n = 3). Most (91 %) found the online modality acceptable, and 27 % rated the sessions as very useful. All participants met weekly SMART goals, with 73 % achieving "much more than expected." Nine out of 11 reached the Maintenance stage of the transtheoretical model. Conclusions The findings suggest that ACT and MI can be successfully implemented with young adults with ASD during the transition to adulthood. En ligne : https://doi.org/10.1016/j.reia.2025.202653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Normalization and perceived social support among family members of children with autism spectrum disorder / L. HAMAMA in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202654 Titre : Normalization and perceived social support among family members of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : L. HAMAMA, Auteur Article en page(s) : p.202654 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Mothers  Fathers  Siblings  Normalization  Perceived social support Index. décimale : PER Périodiques Résumé : Background Caring for a child with autism spectrum disorder (ASD) increases stress for individuals and families, creating a need for coping strategies such as "normalization." Normalization, a behavioral strategy, helps families integrate chronic conditions such as ASD into daily life. It includes four aspects: "focusing on life," "placing ASD at the center," "balancing life with ASD," and "comparing to peers." To achieve normalization, families may need to rely on resources such as perceived social support (PSS), which has been found to enhance family functioning and coping. Aims This study sought to advance the understanding of how families adapt to and cope with ASD by focusing on normalization as reflected by its four aspects, among three family-member groups: mothers, fathers, and siblings. It also explored the relationship between the four normalization aspects and PSS from the following sources: family, friends, and significant others. Methods Using snowball and convenience sampling, 132 mothers, 133 fathers, and 112 siblings of children with ASD completed a background questionnaire, the Normalization Scale, and the Multidimensional Scale of Perceived Social Support. Results Differences in normalization were found only in the aspect of "placing ASD at the center," which was more pronounced in mothers than in fathers and siblings. PSS from family correlated with all normalization aspects across groups. For mothers and siblings, normalization was linked to PSS from family and friends. Fathers relied on family support, but not friend support. PSS from a significant other showed no association with normalization. Conclusions These findings highlight the central role of PSS in promoting normalization for all family members. Psychosocial professionals can assist family members in their efforts to achieve normalization by viewing their daily experiences from a "normalcy perspective" and by strengthening support networks among family and friends, particularly for mothers and siblings of children with ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Normalization and perceived social support among family members of children with autism spectrum disorder [Texte imprimé et/ou numérique] / L. HAMAMA, Auteur . - p.202654. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202654 Mots-clés : Autism spectrum disorder  Mothers  Fathers  Siblings  Normalization  Perceived social support Index. décimale : PER Périodiques Résumé : Background Caring for a child with autism spectrum disorder (ASD) increases stress for individuals and families, creating a need for coping strategies such as "normalization." Normalization, a behavioral strategy, helps families integrate chronic conditions such as ASD into daily life. It includes four aspects: "focusing on life," "placing ASD at the center," "balancing life with ASD," and "comparing to peers." To achieve normalization, families may need to rely on resources such as perceived social support (PSS), which has been found to enhance family functioning and coping. Aims This study sought to advance the understanding of how families adapt to and cope with ASD by focusing on normalization as reflected by its four aspects, among three family-member groups: mothers, fathers, and siblings. It also explored the relationship between the four normalization aspects and PSS from the following sources: family, friends, and significant others. Methods Using snowball and convenience sampling, 132 mothers, 133 fathers, and 112 siblings of children with ASD completed a background questionnaire, the Normalization Scale, and the Multidimensional Scale of Perceived Social Support. Results Differences in normalization were found only in the aspect of "placing ASD at the center," which was more pronounced in mothers than in fathers and siblings. PSS from family correlated with all normalization aspects across groups. For mothers and siblings, normalization was linked to PSS from family and friends. Fathers relied on family support, but not friend support. PSS from a significant other showed no association with normalization. Conclusions These findings highlight the central role of PSS in promoting normalization for all family members. Psychosocial professionals can assist family members in their efforts to achieve normalization by viewing their daily experiences from a "normalcy perspective" and by strengthening support networks among family and friends, particularly for mothers and siblings of children with ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

"Individualisation is key": Autism intervention professionals' experiences of working with minority ethnic families in Australia / Kristelle HUDRY ; Alexandra AULICH ; Catherine BENT ; Christos CONSTANTINE ; Kathleen FRANKS ; Nilushi GOONETILLEKE ; Cherie GREEN ; Rabia IJAZ ; Emily MA ; Kanisha PATEL ; Helen SAID ; Rena WANG ; Sarah WOOD ; Jodie SMITH in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202655 Titre : "Individualisation is key": Autism intervention professionals' experiences of working with minority ethnic families in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Kristelle HUDRY, Auteur ; Alexandra AULICH, Auteur ; Catherine BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie GREEN, Auteur ; Rabia IJAZ, Auteur ; Emily MA, Auteur ; Kanisha PATEL, Auteur ; Helen SAID, Auteur ; Rena WANG, Auteur ; Sarah WOOD, Auteur ; Jodie SMITH, Auteur Article en page(s) : p.202655 Langues : Anglais (eng) Mots-clés : Autism  Early Intervention  Participatory Research  Cultural Diversity  Linguistic Diversity Index. décimale : PER Périodiques Résumé : Introduction Early intervention (EI) professionals play an important role in supporting autistic children and their families. When families come from minority ethnic communities, the early autism journey is often more complex than for native-born families for caregivers and professionals alike. Whilst there is growing awareness about parents' experiences, we have little data from EI professionals on what can be done to improve the experiences, engagement and outcomes for these families. Here, we sought professional insights on their efforts to provide early autism supports for minority ethnic families, namely those from Chinese and South Asian backgrounds. Methods Through a community-partnered participatory approach, we conducted semi-structured interviews with EI professionals who had experience working with autistic children and their families from Chinese and South Asian backgrounds in Australia (n = 18). Data were analysed using inductive reflexive thematic analysis. Results Participating EI professionals described the challenge of developing a common language to talk about autism and supports with families, and often had different intervention priorities when compared to parents. They described observing parents' own unmet mental health and wellbeing needs, which they felt were compounded by shame and stigma associated with autism within their specific communities. Moreover, professionals relayed their powerlessness in effectively supporting parents' wellbeing due to a funding model focused solely on child goals. Participating professionals felt that the best way to work with families was to start by truly understanding the child, the parent and the family dynamics in order to tailor supports, as well as to encourage community connection and belonging. Discussion and implications The insights offered by EI professionals into how early supports can be adapted to better meet the needs of minority ethnic parents and autistic children can inform more equitable policy-level decision-making for service provision. En ligne : https://doi.org/10.1016/j.reia.2025.202655 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] "Individualisation is key": Autism intervention professionals' experiences of working with minority ethnic families in Australia [Texte imprimé et/ou numérique] / Kristelle HUDRY, Auteur ; Alexandra AULICH, Auteur ; Catherine BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie GREEN, Auteur ; Rabia IJAZ, Auteur ; Emily MA, Auteur ; Kanisha PATEL, Auteur ; Helen SAID, Auteur ; Rena WANG, Auteur ; Sarah WOOD, Auteur ; Jodie SMITH, Auteur . - p.202655. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202655 Mots-clés : Autism  Early Intervention  Participatory Research  Cultural Diversity  Linguistic Diversity Index. décimale : PER Périodiques Résumé : Introduction Early intervention (EI) professionals play an important role in supporting autistic children and their families. When families come from minority ethnic communities, the early autism journey is often more complex than for native-born families for caregivers and professionals alike. Whilst there is growing awareness about parents' experiences, we have little data from EI professionals on what can be done to improve the experiences, engagement and outcomes for these families. Here, we sought professional insights on their efforts to provide early autism supports for minority ethnic families, namely those from Chinese and South Asian backgrounds. Methods Through a community-partnered participatory approach, we conducted semi-structured interviews with EI professionals who had experience working with autistic children and their families from Chinese and South Asian backgrounds in Australia (n = 18). Data were analysed using inductive reflexive thematic analysis. Results Participating EI professionals described the challenge of developing a common language to talk about autism and supports with families, and often had different intervention priorities when compared to parents. They described observing parents' own unmet mental health and wellbeing needs, which they felt were compounded by shame and stigma associated with autism within their specific communities. Moreover, professionals relayed their powerlessness in effectively supporting parents' wellbeing due to a funding model focused solely on child goals. Participating professionals felt that the best way to work with families was to start by truly understanding the child, the parent and the family dynamics in order to tailor supports, as well as to encourage community connection and belonging. Discussion and implications The insights offered by EI professionals into how early supports can be adapted to better meet the needs of minority ethnic parents and autistic children can inform more equitable policy-level decision-making for service provision. En ligne : https://doi.org/10.1016/j.reia.2025.202655 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

The effects of naturalistic developmental behavioral interventions in young children with autism spectrum disorder: A systematic review andnetworkmeta-analysis / Huang YAPING ; C. U. I. XIAOBING ; Bing JIAOJIAO ; Shen YOUHONG ; Y. I. N. HUAZHAN in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202656 Titre : The effects of naturalistic developmental behavioral interventions in young children with autism spectrum disorder: A systematic review andnetworkmeta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Huang YAPING, Auteur ; C. U. I. XIAOBING, Auteur ; Bing JIAOJIAO, Auteur ; Shen YOUHONG, Auteur ; Y. I. N. HUAZHAN, Auteur Article en page(s) : p.202656 Langues : Anglais (eng) Mots-clés : Natural developmental behavioral interventionChildren·Autism spectrum disorder·Network meta-analysis·Systematic review Index. décimale : PER Périodiques Résumé : The Naturalistic Developmental Behavioral Interventions (NDBIs) have been widely regarded as the gold standard for early intervention in children with autism. However, there is still ongoing debate regarding the effectiveness of different NDBIs based on current research evidence. Furthermore, limited knowledge exists regarding which interventions are most suitable for children with Autism Spectrum Disorder (ASD). In order to address these gaps, we conducted a comprehensive systematic review using network meta-analysis to evaluate the impact of NDBIs on children aged up to 8 years old who have ASD. Ultimately, forty-one papers involving 2781 participants and six distinct intervention methods were included in our analysis. This study assessed the efficacy of interventions across five domains: receptive language skills, expressive language skills, cognitive development, reduction in symptoms associated with ASD, and social skills enhancement. The findings from our analysis suggest that ESDM may be considered as the most effective intervention for improving receptive language, expressive language and cognitive development. LEAP most likely the most effective intervention to alleviate symptoms related to ASD. Additionally, ESI appears to be the optimal intervention method for enhancing social skills among this population group. Overall, this study fills an important gap in previous literature reviews by providing valuable insights into early NDBIs specifically tailored for children diagnosed with ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The effects of naturalistic developmental behavioral interventions in young children with autism spectrum disorder: A systematic review andnetworkmeta-analysis [Texte imprimé et/ou numérique] / Huang YAPING, Auteur ; C. U. I. XIAOBING, Auteur ; Bing JIAOJIAO, Auteur ; Shen YOUHONG, Auteur ; Y. I. N. HUAZHAN, Auteur . - p.202656. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202656 Mots-clés : Natural developmental behavioral interventionChildren·Autism spectrum disorder·Network meta-analysis·Systematic review Index. décimale : PER Périodiques Résumé : The Naturalistic Developmental Behavioral Interventions (NDBIs) have been widely regarded as the gold standard for early intervention in children with autism. However, there is still ongoing debate regarding the effectiveness of different NDBIs based on current research evidence. Furthermore, limited knowledge exists regarding which interventions are most suitable for children with Autism Spectrum Disorder (ASD). In order to address these gaps, we conducted a comprehensive systematic review using network meta-analysis to evaluate the impact of NDBIs on children aged up to 8 years old who have ASD. Ultimately, forty-one papers involving 2781 participants and six distinct intervention methods were included in our analysis. This study assessed the efficacy of interventions across five domains: receptive language skills, expressive language skills, cognitive development, reduction in symptoms associated with ASD, and social skills enhancement. The findings from our analysis suggest that ESDM may be considered as the most effective intervention for improving receptive language, expressive language and cognitive development. LEAP most likely the most effective intervention to alleviate symptoms related to ASD. Additionally, ESI appears to be the optimal intervention method for enhancing social skills among this population group. Overall, this study fills an important gap in previous literature reviews by providing valuable insights into early NDBIs specifically tailored for children diagnosed with ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565