Dépouillements

What is autism? Identity in jeopardy and the collaborative way ahead /  Margot FRAYNE ;  Meng-Chuan LAI in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2371-2378 Titre : What is autism? Identity in jeopardy and the collaborative way ahead Type de document : Texte imprimé et/ou numérique Auteurs :  Margot FRAYNE, Auteur ;  Meng-Chuan LAI, Auteur Article en page(s) : p.2371-2378 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613251371485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] What is autism? Identity in jeopardy and the collaborative way ahead [Texte imprimé et/ou numérique] /  Margot FRAYNE, Auteur ;  Meng-Chuan LAI, Auteur . - p.2371-2378. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2371-2378 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613251371485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Consolidating a framework of autistic camouflaging strategies: An integrative systematic review / Maxine SPEDDING ; Susan MALCOLM-SMITH in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2379-2394 Titre : Consolidating a framework of autistic camouflaging strategies: An integrative systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Maxine SPEDDING, Auteur ; Susan MALCOLM-SMITH, Auteur Article en page(s) : p.2379-2394 Langues : Anglais (eng) Mots-clés : autism spectrum  camouflaging  framework  masking  systematic review  thematic meta-synthesis Index. décimale : PER Périodiques Résumé : Autistic 'social camouflaging' research is proliferating. However, the term is multi-definitional. Our integrative systematic review (CRD42022324957) pursued a single-framework, qualitative meta-synthesis of camouflaging in autistic adults. We report specifically on different types of camouflaging strategies and the contextual factors that moderate them. A total of 2346 articles were extracted from online databases, 'Connected Papers' and citation searching - reflecting qualitative data from diagnostically confirmed, or self-identifying, autistic individuals. The results of 28 studies were coded and thematically synthesised, and included 2669 men, women and non-binary individuals above the age of 16. We noted six types of strategies and four contextual factors that modulate them. 'Imitation' played a notable role in facilitating further learning and development of camouflaging strategies, thus shifting one from behavioural suppression to sophisticated compensations. The results encourage researchers to place camouflaging data within this (or other) frameworks. Limitations include data reflecting only a subset of the autistic community, skewed towards women and the United Kingdom, raising questions about the impact that gender and UK culture has on our current understanding of camouflaging.Lay abstract Research into autistic 'social camouflaging' is gaining momentum. However, with so many different definitions, the term needs better clarification. We thus reviewed existing articles that discuss camouflaging, in order to bring all of the different understandings of adult autistic camouflaging together into a single framework. This article focuses on findings related to different types of camouflaging strategies, and the types of situations that help or hinder individuals when they use such strategies. After screening 2346 articles (which were listed on online research databases) - we arrived at 28 articles that were included in this study. Data were based on the personal reports of 2669 adults (over the age of 16?years) with confirmed, or self-identified, autism. These reports were in English, qualitative, published papers. We noted six types of camouflaging strategies, and four situational factors that influence them. 'Imitation' was noted as a key means by which strategies develop. The results encourage researchers to build on frameworks such as ours. We also found that much of the sample consisted of women from the United Kingdom, and thus, there is a question of how much influence UK culture has on our current picture of camouflaging. En ligne : https://dx.doi.org/10.1177/13623613251335472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Consolidating a framework of autistic camouflaging strategies: An integrative systematic review [Texte imprimé et/ou numérique] / Maxine SPEDDING, Auteur ; Susan MALCOLM-SMITH, Auteur . - p.2379-2394. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2379-2394 Mots-clés : autism spectrum  camouflaging  framework  masking  systematic review  thematic meta-synthesis Index. décimale : PER Périodiques Résumé : Autistic 'social camouflaging' research is proliferating. However, the term is multi-definitional. Our integrative systematic review (CRD42022324957) pursued a single-framework, qualitative meta-synthesis of camouflaging in autistic adults. We report specifically on different types of camouflaging strategies and the contextual factors that moderate them. A total of 2346 articles were extracted from online databases, 'Connected Papers' and citation searching - reflecting qualitative data from diagnostically confirmed, or self-identifying, autistic individuals. The results of 28 studies were coded and thematically synthesised, and included 2669 men, women and non-binary individuals above the age of 16. We noted six types of strategies and four contextual factors that modulate them. 'Imitation' played a notable role in facilitating further learning and development of camouflaging strategies, thus shifting one from behavioural suppression to sophisticated compensations. The results encourage researchers to place camouflaging data within this (or other) frameworks. Limitations include data reflecting only a subset of the autistic community, skewed towards women and the United Kingdom, raising questions about the impact that gender and UK culture has on our current understanding of camouflaging.Lay abstract Research into autistic 'social camouflaging' is gaining momentum. However, with so many different definitions, the term needs better clarification. We thus reviewed existing articles that discuss camouflaging, in order to bring all of the different understandings of adult autistic camouflaging together into a single framework. This article focuses on findings related to different types of camouflaging strategies, and the types of situations that help or hinder individuals when they use such strategies. After screening 2346 articles (which were listed on online research databases) - we arrived at 28 articles that were included in this study. Data were based on the personal reports of 2669 adults (over the age of 16?years) with confirmed, or self-identified, autism. These reports were in English, qualitative, published papers. We noted six types of camouflaging strategies, and four situational factors that influence them. 'Imitation' was noted as a key means by which strategies develop. The results encourage researchers to build on frameworks such as ours. We also found that much of the sample consisted of women from the United Kingdom, and thus, there is a question of how much influence UK culture has on our current picture of camouflaging. En ligne : https://dx.doi.org/10.1177/13623613251335472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Curricular integration of augmentative and alternative communication for students on the autism spectrum in inclusive-oriented schools: A scoping review / Pamela PÉREZ-GODOY in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2395-2411 Titre : Curricular integration of augmentative and alternative communication for students on the autism spectrum in inclusive-oriented schools: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Pamela PÉREZ-GODOY, Auteur Article en page(s) : p.2395-2411 Langues : Anglais (eng) Mots-clés : augmentative and alternative communication systems  autism  inclusive education  teaching Index. décimale : PER Périodiques Résumé : Many students with autism spectrum condition who require augmentative and alternative communication systems attend inclusive-oriented schools, where it is expected that curricula support their preferred communication methods. While augmentative and alternative communication is recognized as an evidence-based practice, its integration within inclusive-oriented school curricula remains insufficiently understood. To address this gap, a scoping review was conducted in alignment with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, examining 34 studies on augmentative and alternative communication use in inclusive-oriented school settings for students with autism spectrum condition. The findings highlight limited teacher engagement, a variety of strategies, and an emphasis on communication skills, but leave a gap in understanding how inclusive-oriented schools employ augmentative and alternative communication to promote learning for autistic students. The review also addresses the restricted curricular integration of augmentative and alternative communication, noting that it is often implemented outside the classroom and primarily for social rather than academic purposes.Lay Abstract a. What is already known about the topic? It is well established that in inclusive-oriented schools, both the attitudes and training of teachers, as well as the accessibility of the learning environment, are crucial for the participation and success of individuals with autism. While practices like augmentative and alternative communication systems are used in these schools, their effectiveness is often contingent on the level of training and the time available to the professionals involved.b. What does this paper add? This article highlights that augmentative communication for individuals with autism in inclusive-oriented schools is not effectively integrated into the curriculum. Instead, it is mainly used for brief socialization activities, without proper evaluation, and with limited involvement from teachers.c. Implications for practice, research, or policy: The findings suggest the need for a more inclusive curriculum that incorporates augmentative and alternative communication systems, enabling them to be taught, assessed, and applied in a way that supports the learning of individuals with autism.Plain Language SummaryThis study examines how augmentative and alternative communication (AAC) systems are integrated into the curricula of inclusive-oriented schools for students with autism spectrum condition. Students with autism spectrum condition who use augmentative and alternative communication are increasingly attending inclusive-oriented schools, where a flexible curriculum to support their preferred means of communication is expected. However, few studies have examined the curricular integration of augmentative and alternative communication. In this review, which includes 34 studies on augmentative and alternative communication use in inclusive-oriented schools, we found limited teacher engagement with these tools and that, while there are varied strategies, they emphasize participation and communication skills over academic goals. This study highlights the need for better integration of augmentative and alternative communication into the curriculum so that students with autism spectrum condition can use augmentative and alternative communication for classroom learning. En ligne : https://dx.doi.org/10.1177/13623613251333834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Curricular integration of augmentative and alternative communication for students on the autism spectrum in inclusive-oriented schools: A scoping review [Texte imprimé et/ou numérique] / Pamela PÉREZ-GODOY, Auteur . - p.2395-2411. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2395-2411 Mots-clés : augmentative and alternative communication systems  autism  inclusive education  teaching Index. décimale : PER Périodiques Résumé : Many students with autism spectrum condition who require augmentative and alternative communication systems attend inclusive-oriented schools, where it is expected that curricula support their preferred communication methods. While augmentative and alternative communication is recognized as an evidence-based practice, its integration within inclusive-oriented school curricula remains insufficiently understood. To address this gap, a scoping review was conducted in alignment with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, examining 34 studies on augmentative and alternative communication use in inclusive-oriented school settings for students with autism spectrum condition. The findings highlight limited teacher engagement, a variety of strategies, and an emphasis on communication skills, but leave a gap in understanding how inclusive-oriented schools employ augmentative and alternative communication to promote learning for autistic students. The review also addresses the restricted curricular integration of augmentative and alternative communication, noting that it is often implemented outside the classroom and primarily for social rather than academic purposes.Lay Abstract a. What is already known about the topic? It is well established that in inclusive-oriented schools, both the attitudes and training of teachers, as well as the accessibility of the learning environment, are crucial for the participation and success of individuals with autism. While practices like augmentative and alternative communication systems are used in these schools, their effectiveness is often contingent on the level of training and the time available to the professionals involved.b. What does this paper add? This article highlights that augmentative communication for individuals with autism in inclusive-oriented schools is not effectively integrated into the curriculum. Instead, it is mainly used for brief socialization activities, without proper evaluation, and with limited involvement from teachers.c. Implications for practice, research, or policy: The findings suggest the need for a more inclusive curriculum that incorporates augmentative and alternative communication systems, enabling them to be taught, assessed, and applied in a way that supports the learning of individuals with autism.Plain Language SummaryThis study examines how augmentative and alternative communication (AAC) systems are integrated into the curricula of inclusive-oriented schools for students with autism spectrum condition. Students with autism spectrum condition who use augmentative and alternative communication are increasingly attending inclusive-oriented schools, where a flexible curriculum to support their preferred means of communication is expected. However, few studies have examined the curricular integration of augmentative and alternative communication. In this review, which includes 34 studies on augmentative and alternative communication use in inclusive-oriented schools, we found limited teacher engagement with these tools and that, while there are varied strategies, they emphasize participation and communication skills over academic goals. This study highlights the need for better integration of augmentative and alternative communication into the curriculum so that students with autism spectrum condition can use augmentative and alternative communication for classroom learning. En ligne : https://dx.doi.org/10.1177/13623613251333834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Autistic young adults' experiences in physical activity: A phenomenological study / Justin A HAEGELE ; Kristen A PICKETT ; Daniel SCHAEFER ; Luis COLUMNA in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2412-2424 Titre : Autistic young adults' experiences in physical activity: A phenomenological study Type de document : Texte imprimé et/ou numérique Auteurs : Justin A HAEGELE, Auteur ; Kristen A PICKETT, Auteur ; Daniel SCHAEFER, Auteur ; Luis COLUMNA, Auteur Article en page(s) : p.2412-2424 Langues : Anglais (eng) Mots-clés : African American  autism  interpretivist paradigm  physical activity facilitators  program design  qualitative research Index. décimale : PER Périodiques Résumé : Young adulthood is a key period for establishing lifelong physical activity (PA) habits, yet little is known about how autistic young adults experience PA. The purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences. Thirteen autistic young adults (ages 22-25) participated in semi-structured interviews about their PA experiences. A phenomenological qualitative approach with an interpretivist paradigm guided this study. Participants described how their PA experiences evolved over time. In childhood, many engaged in team sports, often encouraged by their parents. As they transitioned to adulthood, they shifted toward more independent activities (e.g. running, yoga). Social support from friends and teammates was a strong motivator, while personal achievements (e.g. reaching fitness goals) helped to build a sense of pride. Many participants emphasized the mental and emotional benefits of PA, including increased confidence, reduced stress, and a greater sense of control. These findings described how autistic young adults engaged in PA as they moved into adulthood and pointed to important factors to consider when creating supportive PA opportunities for this population.Lay Abstract Many autistic young adults face challenges in staying physically active as they grow older. This study explores how they experience physical activity (PA), what it means to them, and how their participation changes over time. We talked to 13 autistic young adults (ages 22-25) about their PA experiences from childhood to adulthood. We used a qualitative approach to identify key themes in their stories. Participants shared how their experiences with PA changed over time. As children, many played team sports, often because their parents encouraged them to join. As they got older, they preferred activities they could do on their own, like running or yoga. Friends and teammates helped motivate them to stay active, while setting and reaching personal fitness goals gave them a sense of pride. Many also said that PA helped them feel better emotionally, giving them more confidence, reducing stress, and making them feel more in control of their lives. These findings show how PA can positively impact autistic young adults and provide information into how to create better PA opportunities for them. Encouraging independence, building motivation, and promoting social connections can help support their participation in PA. En ligne : https://dx.doi.org/10.1177/13623613251338377 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Autistic young adults' experiences in physical activity: A phenomenological study [Texte imprimé et/ou numérique] / Justin A HAEGELE, Auteur ; Kristen A PICKETT, Auteur ; Daniel SCHAEFER, Auteur ; Luis COLUMNA, Auteur . - p.2412-2424. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2412-2424 Mots-clés : African American  autism  interpretivist paradigm  physical activity facilitators  program design  qualitative research Index. décimale : PER Périodiques Résumé : Young adulthood is a key period for establishing lifelong physical activity (PA) habits, yet little is known about how autistic young adults experience PA. The purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences. Thirteen autistic young adults (ages 22-25) participated in semi-structured interviews about their PA experiences. A phenomenological qualitative approach with an interpretivist paradigm guided this study. Participants described how their PA experiences evolved over time. In childhood, many engaged in team sports, often encouraged by their parents. As they transitioned to adulthood, they shifted toward more independent activities (e.g. running, yoga). Social support from friends and teammates was a strong motivator, while personal achievements (e.g. reaching fitness goals) helped to build a sense of pride. Many participants emphasized the mental and emotional benefits of PA, including increased confidence, reduced stress, and a greater sense of control. These findings described how autistic young adults engaged in PA as they moved into adulthood and pointed to important factors to consider when creating supportive PA opportunities for this population.Lay Abstract Many autistic young adults face challenges in staying physically active as they grow older. This study explores how they experience physical activity (PA), what it means to them, and how their participation changes over time. We talked to 13 autistic young adults (ages 22-25) about their PA experiences from childhood to adulthood. We used a qualitative approach to identify key themes in their stories. Participants shared how their experiences with PA changed over time. As children, many played team sports, often because their parents encouraged them to join. As they got older, they preferred activities they could do on their own, like running or yoga. Friends and teammates helped motivate them to stay active, while setting and reaching personal fitness goals gave them a sense of pride. Many also said that PA helped them feel better emotionally, giving them more confidence, reducing stress, and making them feel more in control of their lives. These findings show how PA can positively impact autistic young adults and provide information into how to create better PA opportunities for them. Encouraging independence, building motivation, and promoting social connections can help support their participation in PA. En ligne : https://dx.doi.org/10.1177/13623613251338377 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Pilot rural-urban comparison of health care experiences among autistic adolescents and young adults / Wafaa ALDURAIDI ; Makenna SNYDER ; Ezra KAISER ; Spencer HUNLEY ; Ann DAVIS ; Eve-Lynn NELSON ; Nancy CHEAK-ZAMORA in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2425-2437 Titre : Pilot rural-urban comparison of health care experiences among autistic adolescents and young adults Type de document : Texte imprimé et/ou numérique Auteurs : Wafaa ALDURAIDI, Auteur ; Makenna SNYDER, Auteur ; Ezra KAISER, Auteur ; Spencer HUNLEY, Auteur ; Ann DAVIS, Auteur ; Eve-Lynn NELSON, Auteur ; Nancy CHEAK-ZAMORA, Auteur Article en page(s) : p.2425-2437 Langues : Anglais (eng) Mots-clés : adolescents and young adults  autism spectrum disorders  health care experiences  rural-urban comparison Index. décimale : PER Périodiques Résumé : Autistic adolescents and young adults face barriers to accessing health care, particularly during the pediatric-to-adult care transition. This study compared health care access, utilization, and provider interactions between rural and urban autistic adolescents and young adults. Autistic adolescents and young adults (N = 180) aged 14-25 were recruited through autism registries and community agencies across multiple US states from October 2022 to June 2023. They completed the Health Care Transition Experience Survey, a 51-item questionnaire evaluating health care experiences. Rural-urban differences were analyzed through descriptive and inferential statistics. Rural autistic adolescents and young adults (n = 84) relied more on a single health care location, while urban autistic adolescents and young adults (n = 96) more often used multiple providers (72.6% vs 56.3%, p = 0.046). Rural autistic adolescents and young adults reported greater challenges with providers lacking autism-specific knowledge (40.5% vs 24.0%, p = 0.017) and limited nearby providers (57.1% vs 26.0%, p < 0.001). They also encountered more issues with dental insurance acceptance (46.4% vs 12.5%, p = 0.015), while urban autistic adolescents and young adults more often lacked dental insurance (33.3% vs 3.6%, p = 0.008). Significant rural-urban disparities were found in health care experiences, particularly provider availability and autism expertise in rural areas. Targeted interventions addressing rural health care barriers and enhanced provider training in autism care are needed.Lay abstract Health care can be especially challenging for young autistic people, particularly when they move from child to adult health care. Our pilot study looked at whether the health care experiences are similar or different for autistic young people living in rural areas versus urban areas. We surveyed 180 autistic people aged 14-25?years about their health care experiences, including 96 from urban areas and 84 from rural areas. The survey asked about their experiences in finding providers, getting appointments, working with providers, and how well their providers understood autism. The results showed that rural young autistic people face some unique challenges. They often had to travel farther to find providers. They were more likely to work with one provider and report that their providers did not understand autism well compared to urban young autistic people, who often could choose between different providers. Interestingly, both rural and urban participants felt similarly about how well they could talk with their providers once they started working with them. Dental care stood out as particularly challenging among different health care services-rural participants had trouble finding dentists who accepted their insurance, while urban participants were more likely to have no dental insurance at all. These findings highlight important areas for improvement. Rural communities need more autism-trained providers and better access to nearby health services. In urban areas, addressing gaps in insurance coverage is critical. Together, we should improve care for all young autistic people, no matter where they live. En ligne : https://dx.doi.org/10.1177/13623613251337506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Pilot rural-urban comparison of health care experiences among autistic adolescents and young adults [Texte imprimé et/ou numérique] / Wafaa ALDURAIDI, Auteur ; Makenna SNYDER, Auteur ; Ezra KAISER, Auteur ; Spencer HUNLEY, Auteur ; Ann DAVIS, Auteur ; Eve-Lynn NELSON, Auteur ; Nancy CHEAK-ZAMORA, Auteur . - p.2425-2437. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2425-2437 Mots-clés : adolescents and young adults  autism spectrum disorders  health care experiences  rural-urban comparison Index. décimale : PER Périodiques Résumé : Autistic adolescents and young adults face barriers to accessing health care, particularly during the pediatric-to-adult care transition. This study compared health care access, utilization, and provider interactions between rural and urban autistic adolescents and young adults. Autistic adolescents and young adults (N = 180) aged 14-25 were recruited through autism registries and community agencies across multiple US states from October 2022 to June 2023. They completed the Health Care Transition Experience Survey, a 51-item questionnaire evaluating health care experiences. Rural-urban differences were analyzed through descriptive and inferential statistics. Rural autistic adolescents and young adults (n = 84) relied more on a single health care location, while urban autistic adolescents and young adults (n = 96) more often used multiple providers (72.6% vs 56.3%, p = 0.046). Rural autistic adolescents and young adults reported greater challenges with providers lacking autism-specific knowledge (40.5% vs 24.0%, p = 0.017) and limited nearby providers (57.1% vs 26.0%, p < 0.001). They also encountered more issues with dental insurance acceptance (46.4% vs 12.5%, p = 0.015), while urban autistic adolescents and young adults more often lacked dental insurance (33.3% vs 3.6%, p = 0.008). Significant rural-urban disparities were found in health care experiences, particularly provider availability and autism expertise in rural areas. Targeted interventions addressing rural health care barriers and enhanced provider training in autism care are needed.Lay abstract Health care can be especially challenging for young autistic people, particularly when they move from child to adult health care. Our pilot study looked at whether the health care experiences are similar or different for autistic young people living in rural areas versus urban areas. We surveyed 180 autistic people aged 14-25?years about their health care experiences, including 96 from urban areas and 84 from rural areas. The survey asked about their experiences in finding providers, getting appointments, working with providers, and how well their providers understood autism. The results showed that rural young autistic people face some unique challenges. They often had to travel farther to find providers. They were more likely to work with one provider and report that their providers did not understand autism well compared to urban young autistic people, who often could choose between different providers. Interestingly, both rural and urban participants felt similarly about how well they could talk with their providers once they started working with them. Dental care stood out as particularly challenging among different health care services-rural participants had trouble finding dentists who accepted their insurance, while urban participants were more likely to have no dental insurance at all. These findings highlight important areas for improvement. Rural communities need more autism-trained providers and better access to nearby health services. In urban areas, addressing gaps in insurance coverage is critical. Together, we should improve care for all young autistic people, no matter where they live. En ligne : https://dx.doi.org/10.1177/13623613251337506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Caregiver concerns for autistic children differ between publicly funded educational and mental health settings: Findings from a community implementation-effectiveness trial / Aubyn C. STAHMER ; Anna LAU ; Lauren BROOKMAN-FRAZEE in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2438-2450 Titre : Caregiver concerns for autistic children differ between publicly funded educational and mental health settings: Findings from a community implementation-effectiveness trial Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Anna LAU, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.2438-2450 Langues : Anglais (eng) Mots-clés : autism  caregivers  emotional and behavioral concerns  mental health  school Index. décimale : PER Périodiques Résumé : This study sought to characterize caregiver concerns for autistic children receiving care in two public service systems-schools and mental health programs-and to identify child and family characteristics associated with these concerns. Caregivers of 353 school-age autistic children in mental health services (n = 192) or schools (n = 161) named, in their own words, the top three concerns for their child. A modified version of Weisz et al.'s Top Problem coding system was developed to expand beyond the original codes, capturing child emotional and behavioral problems, autism features, and adaptive behaviors. Most caregivers (61.8%) identified externalizing behaviors like aggression, as well as social differences (36.3%) and attention difficulties (35.4%) as top problems. Caregivers also mentioned autism-specific concerns related to social responsiveness (54.7%). Participant characteristics, including child age and caregiver race/ethnicity, were associated with concerns. Controlling for child age and caregiver ethnicity, concerns differed by setting; caregivers in mental health (vs. school) settings named more externalizing behaviors, while those in school settings named more restricted repetitive behaviors and social differences. Findings highlight the need to implement setting-specific interventions individualized to caregivers' priorities and to ensure opportunities for cross-system coordination.Lay abstract This study explored what concerns caregivers have about their autistic children when receiving care from either mental health programs or schools. Caregivers shared, in their own words, the top three concerns they worry about most for their child. Caregivers had many different concerns, including worries about their child?s emotions and behaviors, autism-related traits, daily living skills, and ability to manage feelings and behavior. The study also found that caregivers' concerns were linked to family characteristics like their child?s age, the caregiver?s race or ethnicity, and how many children live in the home. Caregivers' concerns also differed based on where they were getting help. Caregivers in mental health programs were more likely to worry about challenging behaviors like aggression. Caregivers in school settings were more likely to be concerned about their child?s social skills and repetitive behaviors. These findings help us better understand what caregivers worry about when seeking support for their child. The findings also show why it is important to use the right strategies in each setting to meet the specific needs of caregivers and their children. En ligne : https://dx.doi.org/10.1177/13623613251337536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Caregiver concerns for autistic children differ between publicly funded educational and mental health settings: Findings from a community implementation-effectiveness trial [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Anna LAU, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.2438-2450. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2438-2450 Mots-clés : autism  caregivers  emotional and behavioral concerns  mental health  school Index. décimale : PER Périodiques Résumé : This study sought to characterize caregiver concerns for autistic children receiving care in two public service systems-schools and mental health programs-and to identify child and family characteristics associated with these concerns. Caregivers of 353 school-age autistic children in mental health services (n = 192) or schools (n = 161) named, in their own words, the top three concerns for their child. A modified version of Weisz et al.'s Top Problem coding system was developed to expand beyond the original codes, capturing child emotional and behavioral problems, autism features, and adaptive behaviors. Most caregivers (61.8%) identified externalizing behaviors like aggression, as well as social differences (36.3%) and attention difficulties (35.4%) as top problems. Caregivers also mentioned autism-specific concerns related to social responsiveness (54.7%). Participant characteristics, including child age and caregiver race/ethnicity, were associated with concerns. Controlling for child age and caregiver ethnicity, concerns differed by setting; caregivers in mental health (vs. school) settings named more externalizing behaviors, while those in school settings named more restricted repetitive behaviors and social differences. Findings highlight the need to implement setting-specific interventions individualized to caregivers' priorities and to ensure opportunities for cross-system coordination.Lay abstract This study explored what concerns caregivers have about their autistic children when receiving care from either mental health programs or schools. Caregivers shared, in their own words, the top three concerns they worry about most for their child. Caregivers had many different concerns, including worries about their child?s emotions and behaviors, autism-related traits, daily living skills, and ability to manage feelings and behavior. The study also found that caregivers' concerns were linked to family characteristics like their child?s age, the caregiver?s race or ethnicity, and how many children live in the home. Caregivers' concerns also differed based on where they were getting help. Caregivers in mental health programs were more likely to worry about challenging behaviors like aggression. Caregivers in school settings were more likely to be concerned about their child?s social skills and repetitive behaviors. These findings help us better understand what caregivers worry about when seeking support for their child. The findings also show why it is important to use the right strategies in each setting to meet the specific needs of caregivers and their children. En ligne : https://dx.doi.org/10.1177/13623613251337536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

'I shouldn?t have to educate their school about what autism is': Community attitudes and parent reports of autistic primary and secondary school experiences in Australia / Chloe S GORDON ; Simone MIZZI in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2451-2462 Titre : 'I shouldn?t have to educate their school about what autism is': Community attitudes and parent reports of autistic primary and secondary school experiences in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Chloe S GORDON, Auteur ; Simone MIZZI, Auteur Article en page(s) : p.2451-2462 Langues : Anglais (eng) Mots-clés : autism  education services  inclusion  reasonable adjustments  school-age children Index. décimale : PER Périodiques Résumé : This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers.Lay abstract This study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for all autistic students and to help train educators to be more effective in meeting the needs of these students. En ligne : https://dx.doi.org/10.1177/13623613251338908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] 'I shouldn?t have to educate their school about what autism is': Community attitudes and parent reports of autistic primary and secondary school experiences in Australia [Texte imprimé et/ou numérique] / Chloe S GORDON, Auteur ; Simone MIZZI, Auteur . - p.2451-2462. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2451-2462 Mots-clés : autism  education services  inclusion  reasonable adjustments  school-age children Index. décimale : PER Périodiques Résumé : This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers.Lay abstract This study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for all autistic students and to help train educators to be more effective in meeting the needs of these students. En ligne : https://dx.doi.org/10.1177/13623613251338908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Alexithymic and autistic traits differentially predict personality disorder dimensions / Leonie WEINDEL ; Marie-Luise BRANDI ; Imme C. ZILLEKENS ; Lara HENCO ; Hanna THALER ; Lena SCHLIEPHAKE ; Leonhard SCHILBACH in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2463-2476 Titre : Alexithymic and autistic traits differentially predict personality disorder dimensions Type de document : Texte imprimé et/ou numérique Auteurs : Leonie WEINDEL, Auteur ; Marie-Luise BRANDI, Auteur ; Imme C. ZILLEKENS, Auteur ; Lara HENCO, Auteur ; Hanna THALER, Auteur ; Lena SCHLIEPHAKE, Auteur ; Leonhard SCHILBACH, Auteur Article en page(s) : p.2463-2476 Langues : Anglais (eng) Mots-clés : alexithymia  autism  personality disorder dimensions Index. décimale : PER Périodiques Résumé : Alexithymia and autism are variably characterized by social cognitive and perceptual deficits, which can lead to profound social interaction difficulties. Such difficulties are also the hallmark of personality disorders (PDs), but the potential link between alexithymia, autism, and PDs remains unclear. Here, we investigated whether autistic and/or alexithymic traits are associated with specific PD dimensions as measured by the Assessment of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) Personality Disorders Questionnaire (ADP-IV). We included individuals with a formal autism diagnosis (AP, n = 89), individuals with a psychiatric diagnosis other than autism (NAP, n = 51), and neurotypical participants (NPs, n = 84). We applied linear regression analyses with autistic and alexithymic traits as predictors and PD dimensions as outcome variables, while controlling for age, depressive, and socially anxious symptoms. While autistic traits predicted the obsessive-compulsive PD dimension, alexithymic traits predicted the borderline PD dimension. Autistic and alexithymic traits were both significant predictors of the schizoid PD dimension. Taken together, our results point toward overlaps between autistic traits and specific PD dimensions that are well recognized as differential diagnoses of autism, while alexithymia was differentially linked to the borderline PD dimension.Lay abstract Autistic people have trouble identifying their own emotions and others' emotions. They also struggle to describe their emotions. People with alexithymia have similar difficulties. This can make it hard for autistic and alexithymic people to react appropriately to situations. Some may avoid places, while others may start overthinking. This can lead to patterns of behavior and thinking that limit us in our daily lives. If these patterns become a part of our personality, we may develop a personality disorder (PD). In our study, we looked at whether autistic and alexithymic people have certain PD dimensions. We included autistic participants, non-autistic participants with social-interactive difficulties, and non-autistic participants without social-interactive difficulties. We found that autistic features were linked to obsessive-compulsive PD dimension. Alexithymic features were linked to borderline PD dimension. Autistic and alexithymic features were linked to schizoid PD dimension. Our results point toward overlaps between autistic traits and PD dimensions that are well recognized as differential diagnoses of autism. The exception was borderline PD dimension, which was linked to alexithymic traits. En ligne : https://dx.doi.org/10.1177/13623613251338650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Alexithymic and autistic traits differentially predict personality disorder dimensions [Texte imprimé et/ou numérique] / Leonie WEINDEL, Auteur ; Marie-Luise BRANDI, Auteur ; Imme C. ZILLEKENS, Auteur ; Lara HENCO, Auteur ; Hanna THALER, Auteur ; Lena SCHLIEPHAKE, Auteur ; Leonhard SCHILBACH, Auteur . - p.2463-2476. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2463-2476 Mots-clés : alexithymia  autism  personality disorder dimensions Index. décimale : PER Périodiques Résumé : Alexithymia and autism are variably characterized by social cognitive and perceptual deficits, which can lead to profound social interaction difficulties. Such difficulties are also the hallmark of personality disorders (PDs), but the potential link between alexithymia, autism, and PDs remains unclear. Here, we investigated whether autistic and/or alexithymic traits are associated with specific PD dimensions as measured by the Assessment of Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) Personality Disorders Questionnaire (ADP-IV). We included individuals with a formal autism diagnosis (AP, n = 89), individuals with a psychiatric diagnosis other than autism (NAP, n = 51), and neurotypical participants (NPs, n = 84). We applied linear regression analyses with autistic and alexithymic traits as predictors and PD dimensions as outcome variables, while controlling for age, depressive, and socially anxious symptoms. While autistic traits predicted the obsessive-compulsive PD dimension, alexithymic traits predicted the borderline PD dimension. Autistic and alexithymic traits were both significant predictors of the schizoid PD dimension. Taken together, our results point toward overlaps between autistic traits and specific PD dimensions that are well recognized as differential diagnoses of autism, while alexithymia was differentially linked to the borderline PD dimension.Lay abstract Autistic people have trouble identifying their own emotions and others' emotions. They also struggle to describe their emotions. People with alexithymia have similar difficulties. This can make it hard for autistic and alexithymic people to react appropriately to situations. Some may avoid places, while others may start overthinking. This can lead to patterns of behavior and thinking that limit us in our daily lives. If these patterns become a part of our personality, we may develop a personality disorder (PD). In our study, we looked at whether autistic and alexithymic people have certain PD dimensions. We included autistic participants, non-autistic participants with social-interactive difficulties, and non-autistic participants without social-interactive difficulties. We found that autistic features were linked to obsessive-compulsive PD dimension. Alexithymic features were linked to borderline PD dimension. Autistic and alexithymic features were linked to schizoid PD dimension. Our results point toward overlaps between autistic traits and PD dimensions that are well recognized as differential diagnoses of autism. The exception was borderline PD dimension, which was linked to alexithymic traits. En ligne : https://dx.doi.org/10.1177/13623613251338650 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

'Sometimes I?m feeling baffled and they?re probably feeling baffled': On the experiences of psychological therapists working with autistic people in a structured primary care service for anxiety disorders and depression / Samantha LJ BOWDEN ; Natalie DEWISON ; Barry INGHAM ; Richard THWAITES ; Dave DAGNAN in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2477-2488 Titre : 'Sometimes I?m feeling baffled and they?re probably feeling baffled': On the experiences of psychological therapists working with autistic people in a structured primary care service for anxiety disorders and depression Type de document : Texte imprimé et/ou numérique Auteurs : Samantha LJ BOWDEN, Auteur ; Natalie DEWISON, Auteur ; Barry INGHAM, Auteur ; Richard THWAITES, Auteur ; Dave DAGNAN, Auteur Article en page(s) : p.2477-2488 Langues : Anglais (eng) Mots-clés : adults  anxiety  autism spectrum disorders  communication and language  depression  interventions - psychosocial/behavioural  qualitative research Index. décimale : PER Périodiques Résumé : Autistic people are more likely to experience mental health problems such as anxiety disorder and depression than are the general population. This study reports a qualitative analysis of interview data provided by 12 psychological therapists regarding their experiences of working with autistic people with anxiety disorders and/or depression within a structured primary care mental health service in the north of England. Interviews were analysed using thematic analysis. Four main themes were identified: (1) Experience and Trepidation, (2) Wrong Service, Only Service, (3) Therapeutic Environment and (4) Training and Adaptations. Participating therapists identified challenges in the structure of the services they worked in, the applicability of conventional therapies and the need for autism-specific therapy training ideally led by autistic people. Centrally, participants did not routinely feel fully equipped to separate endemic aspects of autism itself from features of a mental health disorder in an autistic person, which had left some feeling powerless to help in certain cases, or as if they may have done more harm than good. All participants were, however, able to identify positive adaptations made from practical experience, and most reported a growing confidence in working with autistic people.Lay Abstract The experiences of psychological therapists working with autistic people in a primary care service for anxiety disorders and depressionWe are a group of autistic people, academic researchers and psychological therapists, with some of us being more than one of those things. We started from the knowledge that autistic people are particularly prone to have anxiety disorders and depression. We were, therefore, interested in how current 'talking therapy' services in England might, or might not, be helping autistic people with those problems. To address this issue, we interviewed 12 psychological therapists in the north of England who had experience of working with autistic people with an anxiety disorder, depression or both. We found that the therapists often felt that they were not prepared or trained to give autistic people their best service. The therapists were also concerned that some of the therapies they usually applied did not always work with autistic people, or sometimes even made things worse. They felt it was important, however, that autistic people should keep using the service, as there was no other service available to them if they had an anxiety disorder or depression. There was evidence, however, that talking therapies still had positive effects for autistic people, and that therapists had therefore probably underestimated their positive impact in a lot of cases. Consequently, training was recommended such that psychological therapists might better understand mental health and specific therapy adaptations that help autistic people. En ligne : https://dx.doi.org/10.1177/13623613251341610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] 'Sometimes I?m feeling baffled and they?re probably feeling baffled': On the experiences of psychological therapists working with autistic people in a structured primary care service for anxiety disorders and depression [Texte imprimé et/ou numérique] / Samantha LJ BOWDEN, Auteur ; Natalie DEWISON, Auteur ; Barry INGHAM, Auteur ; Richard THWAITES, Auteur ; Dave DAGNAN, Auteur . - p.2477-2488. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2477-2488 Mots-clés : adults  anxiety  autism spectrum disorders  communication and language  depression  interventions - psychosocial/behavioural  qualitative research Index. décimale : PER Périodiques Résumé : Autistic people are more likely to experience mental health problems such as anxiety disorder and depression than are the general population. This study reports a qualitative analysis of interview data provided by 12 psychological therapists regarding their experiences of working with autistic people with anxiety disorders and/or depression within a structured primary care mental health service in the north of England. Interviews were analysed using thematic analysis. Four main themes were identified: (1) Experience and Trepidation, (2) Wrong Service, Only Service, (3) Therapeutic Environment and (4) Training and Adaptations. Participating therapists identified challenges in the structure of the services they worked in, the applicability of conventional therapies and the need for autism-specific therapy training ideally led by autistic people. Centrally, participants did not routinely feel fully equipped to separate endemic aspects of autism itself from features of a mental health disorder in an autistic person, which had left some feeling powerless to help in certain cases, or as if they may have done more harm than good. All participants were, however, able to identify positive adaptations made from practical experience, and most reported a growing confidence in working with autistic people.Lay Abstract The experiences of psychological therapists working with autistic people in a primary care service for anxiety disorders and depressionWe are a group of autistic people, academic researchers and psychological therapists, with some of us being more than one of those things. We started from the knowledge that autistic people are particularly prone to have anxiety disorders and depression. We were, therefore, interested in how current 'talking therapy' services in England might, or might not, be helping autistic people with those problems. To address this issue, we interviewed 12 psychological therapists in the north of England who had experience of working with autistic people with an anxiety disorder, depression or both. We found that the therapists often felt that they were not prepared or trained to give autistic people their best service. The therapists were also concerned that some of the therapies they usually applied did not always work with autistic people, or sometimes even made things worse. They felt it was important, however, that autistic people should keep using the service, as there was no other service available to them if they had an anxiety disorder or depression. There was evidence, however, that talking therapies still had positive effects for autistic people, and that therapists had therefore probably underestimated their positive impact in a lot of cases. Consequently, training was recommended such that psychological therapists might better understand mental health and specific therapy adaptations that help autistic people. En ligne : https://dx.doi.org/10.1177/13623613251341610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Virtual group-based mindfulness for autistic adults: A randomized controlled trial / Madelaine CARTER ; Sue HUTTON ; Jan WOZNIAK ; Sheng CHEN ; Jonathan WEISS in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2489-2500 Titre : Virtual group-based mindfulness for autistic adults: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Madelaine CARTER, Auteur ; Sue HUTTON, Auteur ; Jan WOZNIAK, Auteur ; Sheng CHEN, Auteur ; Jonathan WEISS, Auteur Article en page(s) : p.2489-2500 Langues : Anglais (eng) Mots-clés : autism  mental health  mindfulness  virtual care Index. décimale : PER Périodiques Résumé : There is evidence for mindfulness as a mental health intervention for autistic adults, but most of the research has focused on in-person interventions. This randomized controlled trial evaluated the impact of a 6-week manualized autistic-informed group-based virtual mindfulness intervention in comparison to a waitlist control. Sixty-three autistic adults from across Canada were randomly assigned to treatment or waitlist. Both groups completed surveys prior to randomization, at 7 and 15?weeks, and the waitlist group was followed for two additional time points after receiving mindfulness. We compared outcomes at the first three time points by group using linear mixed models with a secondary analysis including outcome measures from the waitlist group after intervention. Improvements in overall distress and stress, as well as self-compassion, mindfulness, and mental wellbeing were reported in the treatment condition, maintained at follow-up. No changes were reported in the waitlist condition. Neither group reported changes in terms of autistic commnity connectedness, or interoceptive sensitivity following intervention or follow-up. This study supports the virtual delivery of autistic-informed mindfulness-based programs. Further work could explore the unique benefits of synchronous group-based virtual mindfulness in contrast to more asynchronous ways to build mindfulness skills and in-person instruction.Lay abstract Some studies have shown that learning mindfulness helps autistic people, but most of these studies were done in person. We wanted to know if learning mindfulness online in a group would help improve autistic adults' mental health. We randomly put people into two groups (a waitlist and people who got to be in the mindfulness group right away). This means people did not get to pick which group they went into. A total of 63 autistic adults were in the project. After 6?weeks of mindfulness, the people who learned mindfulness said they felt less stressed, and they were more mindful, and had better wellbeing, and more compassion or kindness for themselves, and these changes were still there 8?weeks later. The people who did not get to do mindfulness right away did not say they felt any different. Neither group said they felt more connected to other autistic people and neither group said they were more aware of the sensations they could feel inside their bodies. This tells us that we can teach groups of autistic people to do mindfulness online together, and it can help at least some autistic adults with their mental health. We need to do more research to find out how much mindfulness training people need, if it is better to learn in person or online, and if it is better to learn as part of a group or alone. En ligne : https://dx.doi.org/10.1177/13623613251340101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Virtual group-based mindfulness for autistic adults: A randomized controlled trial [Texte imprimé et/ou numérique] / Madelaine CARTER, Auteur ; Sue HUTTON, Auteur ; Jan WOZNIAK, Auteur ; Sheng CHEN, Auteur ; Jonathan WEISS, Auteur . - p.2489-2500. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2489-2500 Mots-clés : autism  mental health  mindfulness  virtual care Index. décimale : PER Périodiques Résumé : There is evidence for mindfulness as a mental health intervention for autistic adults, but most of the research has focused on in-person interventions. This randomized controlled trial evaluated the impact of a 6-week manualized autistic-informed group-based virtual mindfulness intervention in comparison to a waitlist control. Sixty-three autistic adults from across Canada were randomly assigned to treatment or waitlist. Both groups completed surveys prior to randomization, at 7 and 15?weeks, and the waitlist group was followed for two additional time points after receiving mindfulness. We compared outcomes at the first three time points by group using linear mixed models with a secondary analysis including outcome measures from the waitlist group after intervention. Improvements in overall distress and stress, as well as self-compassion, mindfulness, and mental wellbeing were reported in the treatment condition, maintained at follow-up. No changes were reported in the waitlist condition. Neither group reported changes in terms of autistic commnity connectedness, or interoceptive sensitivity following intervention or follow-up. This study supports the virtual delivery of autistic-informed mindfulness-based programs. Further work could explore the unique benefits of synchronous group-based virtual mindfulness in contrast to more asynchronous ways to build mindfulness skills and in-person instruction.Lay abstract Some studies have shown that learning mindfulness helps autistic people, but most of these studies were done in person. We wanted to know if learning mindfulness online in a group would help improve autistic adults' mental health. We randomly put people into two groups (a waitlist and people who got to be in the mindfulness group right away). This means people did not get to pick which group they went into. A total of 63 autistic adults were in the project. After 6?weeks of mindfulness, the people who learned mindfulness said they felt less stressed, and they were more mindful, and had better wellbeing, and more compassion or kindness for themselves, and these changes were still there 8?weeks later. The people who did not get to do mindfulness right away did not say they felt any different. Neither group said they felt more connected to other autistic people and neither group said they were more aware of the sensations they could feel inside their bodies. This tells us that we can teach groups of autistic people to do mindfulness online together, and it can help at least some autistic adults with their mental health. We need to do more research to find out how much mindfulness training people need, if it is better to learn in person or online, and if it is better to learn as part of a group or alone. En ligne : https://dx.doi.org/10.1177/13623613251340101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Bayesian prevalence of autism and unmet special education needs in Chile in a sample of three million school-age children / Adele TYSON ; Gabriel GATICA-BAHAMONDE ; Robin VAN KESSEL ; Justin YANG ; Carola MANSILLA ; Isabel ZUNIGA ; Alejandra MÉNDEZ-FADOL ; Blanca LARRAIN ; Ricardo GARCIA ; Damaris KOCH ; Tamsin FORD ; Wim GROOT ; Milena PAVLOVA ; Katarzyna CZABANOWSKA in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2501-2512 Titre : Bayesian prevalence of autism and unmet special education needs in Chile in a sample of three million school-age children Type de document : Texte imprimé et/ou numérique Auteurs : Adele TYSON, Auteur ; Gabriel GATICA-BAHAMONDE, Auteur ; Robin VAN KESSEL, Auteur ; Justin YANG, Auteur ; Carola MANSILLA, Auteur ; Isabel ZUNIGA, Auteur ; Alejandra MÉNDEZ-FADOL, Auteur ; Blanca LARRAIN, Auteur ; Ricardo GARCIA, Auteur ; Damaris KOCH, Auteur ; Tamsin FORD, Auteur ; Wim GROOT, Auteur ; Milena PAVLOVA, Auteur ; Katarzyna CZABANOWSKA, Auteur Article en page(s) : p.2501-2512 Langues : Anglais (eng) Mots-clés : ASD prevalence  Bayesian methods  Chile  Latin America  special education needs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder prevalence estimates in Latin America have been limited by a lack of reliable data. This cohort study aimed to estimate autism spectrum disorder prevalence in Chile by linking school registries with electronic health records. Probabilistic data linking was conducted between the 2021 Chilean school registry and 2003?2015 health records from the Araucania Sur Health Service. Bayesian prevalence estimation was used, considering variables such as age, sex, immigration status, ethnicity and rurality. Autism spectrum disorder prevalence across 29 health services was analysed for students aged 6 to 18 years. Regression models assessed unmet needs for special education services, validated using Araucania Sur Health Service health records. The study included 3,056,306 pupils (51.34% boys; mean age 11.6?years), with 14,549 having autism spectrum disorder. The national standardized school prevalence was 0.46%. Boys had 6 times higher odds of receiving special education services support than girls. In Araucania Sur Health Service, the adjusted clinical prevalence from health records was 1.22%. The Bayesian projected national autism spectrum disorder prevalence was 1.31%. This study, the largest of its kind in Latin America, revealed a higher autism spectrum disorder prevalence than previously reported, with one in 76 children affected. Disparities were observed across sex, ethnicity and health services.Lay abstract This project tried to understand how many children in Chile are affected by autism, as reliable data have been lacking not only in Chile but across much of Latin America. To do this, we carried out the largest autism prevalence study ever conducted in the region. We linked national school records from 2021 with over a decade of health records (2003-2015) from the Araucanía Sur Health Service in southern Chile. This allowed us to examine data from more than three million students aged 6 to 18 years across 29 health services. Our results revealed that around one in every 76 children may have autism - almost 3 times higher than what was reported in schools alone. We also found that boys were 6 times more likely than girls to receive special education support. Using advanced statistical modelling, we estimated a national autism prevalence rate of 1.31%. Importantly, we discovered disparities in diagnosis and access to support based on sex, ethnicity, immigration status and whether a child lived in a rural or urban area. These findings highlight the need for more inclusive and equitable approaches to autism identification and care across Chile. This research not only helps to fill a major data gap but also offers a model for how countries with limited resources can use existing administrative data to improve public health planning and educational support for children with autism. En ligne : https://dx.doi.org/10.1177/13623613251342310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Bayesian prevalence of autism and unmet special education needs in Chile in a sample of three million school-age children [Texte imprimé et/ou numérique] / Adele TYSON, Auteur ; Gabriel GATICA-BAHAMONDE, Auteur ; Robin VAN KESSEL, Auteur ; Justin YANG, Auteur ; Carola MANSILLA, Auteur ; Isabel ZUNIGA, Auteur ; Alejandra MÉNDEZ-FADOL, Auteur ; Blanca LARRAIN, Auteur ; Ricardo GARCIA, Auteur ; Damaris KOCH, Auteur ; Tamsin FORD, Auteur ; Wim GROOT, Auteur ; Milena PAVLOVA, Auteur ; Katarzyna CZABANOWSKA, Auteur . - p.2501-2512. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2501-2512 Mots-clés : ASD prevalence  Bayesian methods  Chile  Latin America  special education needs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder prevalence estimates in Latin America have been limited by a lack of reliable data. This cohort study aimed to estimate autism spectrum disorder prevalence in Chile by linking school registries with electronic health records. Probabilistic data linking was conducted between the 2021 Chilean school registry and 2003?2015 health records from the Araucania Sur Health Service. Bayesian prevalence estimation was used, considering variables such as age, sex, immigration status, ethnicity and rurality. Autism spectrum disorder prevalence across 29 health services was analysed for students aged 6 to 18 years. Regression models assessed unmet needs for special education services, validated using Araucania Sur Health Service health records. The study included 3,056,306 pupils (51.34% boys; mean age 11.6?years), with 14,549 having autism spectrum disorder. The national standardized school prevalence was 0.46%. Boys had 6 times higher odds of receiving special education services support than girls. In Araucania Sur Health Service, the adjusted clinical prevalence from health records was 1.22%. The Bayesian projected national autism spectrum disorder prevalence was 1.31%. This study, the largest of its kind in Latin America, revealed a higher autism spectrum disorder prevalence than previously reported, with one in 76 children affected. Disparities were observed across sex, ethnicity and health services.Lay abstract This project tried to understand how many children in Chile are affected by autism, as reliable data have been lacking not only in Chile but across much of Latin America. To do this, we carried out the largest autism prevalence study ever conducted in the region. We linked national school records from 2021 with over a decade of health records (2003-2015) from the Araucanía Sur Health Service in southern Chile. This allowed us to examine data from more than three million students aged 6 to 18 years across 29 health services. Our results revealed that around one in every 76 children may have autism - almost 3 times higher than what was reported in schools alone. We also found that boys were 6 times more likely than girls to receive special education support. Using advanced statistical modelling, we estimated a national autism prevalence rate of 1.31%. Importantly, we discovered disparities in diagnosis and access to support based on sex, ethnicity, immigration status and whether a child lived in a rural or urban area. These findings highlight the need for more inclusive and equitable approaches to autism identification and care across Chile. This research not only helps to fill a major data gap but also offers a model for how countries with limited resources can use existing administrative data to improve public health planning and educational support for children with autism. En ligne : https://dx.doi.org/10.1177/13623613251342310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

From awareness to action: Facilitators and advocacy in healthcare by autistic adults / RaeAnne LINDSAY ; Sarah DEMISSIE ; Isabelle BURAKOV ; Saury RAMOS-TORRES ; Meghan BURKE in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2513-2523 Titre : From awareness to action: Facilitators and advocacy in healthcare by autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : RaeAnne LINDSAY, Auteur ; Sarah DEMISSIE, Auteur ; Isabelle BURAKOV, Auteur ; Saury RAMOS-TORRES, Auteur ; Meghan BURKE, Auteur Article en page(s) : p.2513-2523 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  facilitators  healthcare  self-advocacy Index. décimale : PER Périodiques Résumé : Autistic adults face various psychological and physical health conditions which often require ongoing medical attention. Despite a greater likelihood of health conditions, autistic adults face many systemic barriers in accessing healthcare services. It is important to identify facilitators to healthcare access and recognize the impact of self-advocacy on these experiences. In this qualitative study, we interviewed 15 autistic participants to understand their experienced and desired facilitators when accessing healthcare services, as well as the role of self-advocacy in accessing these services. Overall, participants agreed that formal and informal supports, provider knowledge about autism, and provider openness to providing accommodations served as facilitators. Participants also shared about their experiences related to self-advocacy and accessing healthcare services such as examples of self-advocacy in healthcare, learning to be a self-advocate, and facilitators of self-advocacy. Implications for research and practice are discussed.Lay abstract Autistic adults often have both mental and physical health needs that require ongoing care. However, they often face obstacles when trying to get healthcare. This study aimed to find out what helps autistic adults get the healthcare they need and how self-advocacy, or speaking up for themselves, plays a role. We talked to 15 autistic individuals about their experiences and what they wished for when accessing healthcare. Participants mentioned that support from others, doctors' knowledge about autism, and doctors being willing to make changes as needed per patient need were helpful. They also shared how self-advocacy impacted their healthcare experiences, including examples of how they advocated for themselves and what helped them do so. The study offers insights that could inform future research and healthcare practices. En ligne : https://dx.doi.org/10.1177/13623613251343350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] From awareness to action: Facilitators and advocacy in healthcare by autistic adults [Texte imprimé et/ou numérique] / RaeAnne LINDSAY, Auteur ; Sarah DEMISSIE, Auteur ; Isabelle BURAKOV, Auteur ; Saury RAMOS-TORRES, Auteur ; Meghan BURKE, Auteur . - p.2513-2523. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2513-2523 Mots-clés : autism spectrum disorders  facilitators  healthcare  self-advocacy Index. décimale : PER Périodiques Résumé : Autistic adults face various psychological and physical health conditions which often require ongoing medical attention. Despite a greater likelihood of health conditions, autistic adults face many systemic barriers in accessing healthcare services. It is important to identify facilitators to healthcare access and recognize the impact of self-advocacy on these experiences. In this qualitative study, we interviewed 15 autistic participants to understand their experienced and desired facilitators when accessing healthcare services, as well as the role of self-advocacy in accessing these services. Overall, participants agreed that formal and informal supports, provider knowledge about autism, and provider openness to providing accommodations served as facilitators. Participants also shared about their experiences related to self-advocacy and accessing healthcare services such as examples of self-advocacy in healthcare, learning to be a self-advocate, and facilitators of self-advocacy. Implications for research and practice are discussed.Lay abstract Autistic adults often have both mental and physical health needs that require ongoing care. However, they often face obstacles when trying to get healthcare. This study aimed to find out what helps autistic adults get the healthcare they need and how self-advocacy, or speaking up for themselves, plays a role. We talked to 15 autistic individuals about their experiences and what they wished for when accessing healthcare. Participants mentioned that support from others, doctors' knowledge about autism, and doctors being willing to make changes as needed per patient need were helpful. They also shared how self-advocacy impacted their healthcare experiences, including examples of how they advocated for themselves and what helped them do so. The study offers insights that could inform future research and healthcare practices. En ligne : https://dx.doi.org/10.1177/13623613251343350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

'. . . there?s so much within the work that we do where all we kind of need is the space and the safety': The experiences of Australian practitioners who support autistic survivors of sexual and domestic violence / Julie-Anne CARROLL ; Jodi DEATH in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2524-2534 Titre : '. . . there?s so much within the work that we do where all we kind of need is the space and the safety': The experiences of Australian practitioners who support autistic survivors of sexual and domestic violence Type de document : Texte imprimé et/ou numérique Auteurs : Julie-Anne CARROLL, Auteur ; Jodi DEATH, Auteur Article en page(s) : p.2524-2534 Langues : Anglais (eng) Mots-clés : autism  gender  recovery  trauma  violence Index. décimale : PER Périodiques Résumé : Research has found that autistic women experience elevated rates of sexual and domestic violence and may benefit from accessing support to recover. This study aimed to explore the experiences of Australian practitioners and the approaches they use to support the recovery needs of autistic women who are survivors of sexual and domestic violence. Semi-structured interviews were conducted with 14 Australian practitioners to capture their experiences of supporting autistic women who are survivors of sexual and domestic violence. Data from these interviews were analysed using a reflexive thematic analysis, which generated four themes about participants' experiences in supporting autistic survivors: (1) unburdening the processing load of understanding violence and trauma, (2) understanding support and recovery needs as interconnected, (3) lived experience as a therapeutic tool, and (4) the challenges of practicing within unaffirming and invalidating systems. The findings illustrate how Australian practitioners help autistic survivors by accommodating their recovery support needs, and the systematic and structural issues that create barriers to recovery for autistic survivors while putting additional strain on the practitioners who support them. The findings also highlight practice implications around how supporting autistic survivors with interoceptive awareness and understanding their needs within relationships is beneficial to their recovery.Lay Abstract Research has commonly found that autistic women are more likely than autistic men and non-autistic women to be harmed in their sexual and romantic relationships and may need support in healing from the impacts of these experiences. In this study, we wanted to find out more from the people who provide this support to autistic women. We asked 14 Australian practitioners about what they do to support autistic women who have experienced these types of harm in their relationships, and what makes this harder or easier for them to do. We then analysed the common patterns (themes) in what these practitioners said. From this we found that Australian practitioners often help autistic women to heal by providing a safe and supportive space to process their experiences and recover from what has happened to them. We also found that an important part of the support that practitioners provide autistic survivors is helping them to understand their experiences of violence and build awareness of feelings in their body (interoception). The practitioners in this study also talked about how the autistic women that they support often have bad experiences when getting help from support services and systems that commonly do not meet their needs. This often makes it harder for practitioners to help autistic women heal and a lot of them suggested that services could be made better by learning more about autistic people?s different support needs and how to accommodate these. En ligne : https://dx.doi.org/10.1177/13623613251344425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] '. . . there?s so much within the work that we do where all we kind of need is the space and the safety': The experiences of Australian practitioners who support autistic survivors of sexual and domestic violence [Texte imprimé et/ou numérique] / Julie-Anne CARROLL, Auteur ; Jodi DEATH, Auteur . - p.2524-2534. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2524-2534 Mots-clés : autism  gender  recovery  trauma  violence Index. décimale : PER Périodiques Résumé : Research has found that autistic women experience elevated rates of sexual and domestic violence and may benefit from accessing support to recover. This study aimed to explore the experiences of Australian practitioners and the approaches they use to support the recovery needs of autistic women who are survivors of sexual and domestic violence. Semi-structured interviews were conducted with 14 Australian practitioners to capture their experiences of supporting autistic women who are survivors of sexual and domestic violence. Data from these interviews were analysed using a reflexive thematic analysis, which generated four themes about participants' experiences in supporting autistic survivors: (1) unburdening the processing load of understanding violence and trauma, (2) understanding support and recovery needs as interconnected, (3) lived experience as a therapeutic tool, and (4) the challenges of practicing within unaffirming and invalidating systems. The findings illustrate how Australian practitioners help autistic survivors by accommodating their recovery support needs, and the systematic and structural issues that create barriers to recovery for autistic survivors while putting additional strain on the practitioners who support them. The findings also highlight practice implications around how supporting autistic survivors with interoceptive awareness and understanding their needs within relationships is beneficial to their recovery.Lay Abstract Research has commonly found that autistic women are more likely than autistic men and non-autistic women to be harmed in their sexual and romantic relationships and may need support in healing from the impacts of these experiences. In this study, we wanted to find out more from the people who provide this support to autistic women. We asked 14 Australian practitioners about what they do to support autistic women who have experienced these types of harm in their relationships, and what makes this harder or easier for them to do. We then analysed the common patterns (themes) in what these practitioners said. From this we found that Australian practitioners often help autistic women to heal by providing a safe and supportive space to process their experiences and recover from what has happened to them. We also found that an important part of the support that practitioners provide autistic survivors is helping them to understand their experiences of violence and build awareness of feelings in their body (interoception). The practitioners in this study also talked about how the autistic women that they support often have bad experiences when getting help from support services and systems that commonly do not meet their needs. This often makes it harder for practitioners to help autistic women heal and a lot of them suggested that services could be made better by learning more about autistic people?s different support needs and how to accommodate these. En ligne : https://dx.doi.org/10.1177/13623613251344425 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Camouflaging and identity development among autistic female and gender-diverse youth: A qualitative exploration / Daniel J MAGIN ; Melissa L RINALDI ; Kristin V CHRISTODULU in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2535-2549 Titre : Camouflaging and identity development among autistic female and gender-diverse youth: A qualitative exploration Type de document : Texte imprimé et/ou numérique Auteurs : Daniel J MAGIN, Auteur ; Melissa L RINALDI, Auteur ; Kristin V CHRISTODULU, Auteur Article en page(s) : p.2535-2549 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  camouflaging  females  gender diverse  identity  qualitative research Index. décimale : PER Périodiques Résumé : Adolescence is a vulnerable developmental period for autistic youth. Autistic adolescents often use camouflaging to combat social challenges, perceived differences, and stigmatization. Although adolescence is an integral period for identity development, integration of these topics remains understudied in current literature. Evidence of elevated camouflaging rates among autistic females and gender-diverse adults underscores the need to examine the developmental trajectory of these topics. The present study qualitatively explored first-person perspectives on camouflaging and identity formation among autistic female and gender-diverse youth. Ten autistic adolescents (female: n = 7; gender diverse: n = 3) and their caregivers were enrolled in the present study. Youths completed a semi-structured interview or focus group discussion. Data were qualitatively analyzed and produced several prominent themes in three domains of investigation: (1) the nuts and bolts of camouflaging, (2) the aftermath of camouflaging, and (3) understanding being autistic. Identified themes and subthemes are discussed. Results demonstrated that autistic youth employ complex camouflaging strategies, motivated and reinforced by their experiences within society, that hold damaging consequences for their self-understanding and well-being. These findings reinforce the harmful implications of camouflaging on youths' positive identity development, mental health, and well-being. Implications and future directions are discussed.Lay Abstract Adolescence is a challenging time for autistic youth. Many autistic adolescents change their behavior in social situations to adapt or cope with social challenges, feeling different, and/or stigma. We conducted in-depth discussions with autistic adolescents who identify as female or gender-diverse to understand how changing their behavior in social situations impacts their identity, or self-understanding. Ten autistic adolescents and their caregivers were included in the study. Discussions were analyzed to understand how and why youths change their social behavior and the impact it has on their self-understanding. Participants described using many complex strategies to change their social behavior that are influenced by negative views our society has about people?s differences. The strategies often harmed participants' self-understanding and negatively affected their overall well-being. The results are important for understanding how to support autistic adolescents' self-understanding, mental health, and well-being. En ligne : https://dx.doi.org/10.1177/13623613251345855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Camouflaging and identity development among autistic female and gender-diverse youth: A qualitative exploration [Texte imprimé et/ou numérique] / Daniel J MAGIN, Auteur ; Melissa L RINALDI, Auteur ; Kristin V CHRISTODULU, Auteur . - p.2535-2549. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2535-2549 Mots-clés : adolescents  autism spectrum disorders  camouflaging  females  gender diverse  identity  qualitative research Index. décimale : PER Périodiques Résumé : Adolescence is a vulnerable developmental period for autistic youth. Autistic adolescents often use camouflaging to combat social challenges, perceived differences, and stigmatization. Although adolescence is an integral period for identity development, integration of these topics remains understudied in current literature. Evidence of elevated camouflaging rates among autistic females and gender-diverse adults underscores the need to examine the developmental trajectory of these topics. The present study qualitatively explored first-person perspectives on camouflaging and identity formation among autistic female and gender-diverse youth. Ten autistic adolescents (female: n = 7; gender diverse: n = 3) and their caregivers were enrolled in the present study. Youths completed a semi-structured interview or focus group discussion. Data were qualitatively analyzed and produced several prominent themes in three domains of investigation: (1) the nuts and bolts of camouflaging, (2) the aftermath of camouflaging, and (3) understanding being autistic. Identified themes and subthemes are discussed. Results demonstrated that autistic youth employ complex camouflaging strategies, motivated and reinforced by their experiences within society, that hold damaging consequences for their self-understanding and well-being. These findings reinforce the harmful implications of camouflaging on youths' positive identity development, mental health, and well-being. Implications and future directions are discussed.Lay Abstract Adolescence is a challenging time for autistic youth. Many autistic adolescents change their behavior in social situations to adapt or cope with social challenges, feeling different, and/or stigma. We conducted in-depth discussions with autistic adolescents who identify as female or gender-diverse to understand how changing their behavior in social situations impacts their identity, or self-understanding. Ten autistic adolescents and their caregivers were included in the study. Discussions were analyzed to understand how and why youths change their social behavior and the impact it has on their self-understanding. Participants described using many complex strategies to change their social behavior that are influenced by negative views our society has about people?s differences. The strategies often harmed participants' self-understanding and negatively affected their overall well-being. The results are important for understanding how to support autistic adolescents' self-understanding, mental health, and well-being. En ligne : https://dx.doi.org/10.1177/13623613251345855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada / Jennifer EV LLOYD ; Vanessa C FONG in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2550-2561 Titre : Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer EV LLOYD, Auteur ; Vanessa C FONG, Auteur Article en page(s) : p.2550-2561 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  British Columbia  Canada  educational outcomes  gender differences  high school completion  population data Index. décimale : PER Périodiques Résumé : Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder.Lay Abstract a. What is already known about the topic?Over the past several years, there is growing acknowledgement of gender inequities among people with autism spectrum disorder. The inequity is evidenced, in part, by gender differences in diagnosis. Although the gender gap is narrowing, until recently the diagnostic criteria for autism spectrum disorder has largely favoured and is more sensitive to detecting autism spectrum disorder in boys.b. What does this paper add?Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap in the literature, the current study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada.We found statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. There were, however, no significant differences in whether or not students stayed longitudinally in the K-12 school system over time, whether students transitioned into post-secondary or not (non-developmental or developmental), nor in students' transition times into the respective post-secondary education programmes.This study highlights the value of longitudinal, population-based and student-level data in conducting gender-based analyses in autism spectrum disorder research.c. Implications for practice, research or policyUnderstanding how gender impacts the academic trajectories of students with autism spectrum disorder over time can inform the development of tailored interventions and services which address their unique needs. Ultimately, this research is needed to promote more equitable educational experiences and outcomes. En ligne : https://dx.doi.org/10.1177/13623613251345532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada [Texte imprimé et/ou numérique] / Jennifer EV LLOYD, Auteur ; Vanessa C FONG, Auteur . - p.2550-2561. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2550-2561 Mots-clés : autism spectrum disorder  British Columbia  Canada  educational outcomes  gender differences  high school completion  population data Index. décimale : PER Périodiques Résumé : Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder.Lay Abstract a. What is already known about the topic?Over the past several years, there is growing acknowledgement of gender inequities among people with autism spectrum disorder. The inequity is evidenced, in part, by gender differences in diagnosis. Although the gender gap is narrowing, until recently the diagnostic criteria for autism spectrum disorder has largely favoured and is more sensitive to detecting autism spectrum disorder in boys.b. What does this paper add?Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap in the literature, the current study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada.We found statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. There were, however, no significant differences in whether or not students stayed longitudinally in the K-12 school system over time, whether students transitioned into post-secondary or not (non-developmental or developmental), nor in students' transition times into the respective post-secondary education programmes.This study highlights the value of longitudinal, population-based and student-level data in conducting gender-based analyses in autism spectrum disorder research.c. Implications for practice, research or policyUnderstanding how gender impacts the academic trajectories of students with autism spectrum disorder over time can inform the development of tailored interventions and services which address their unique needs. Ultimately, this research is needed to promote more equitable educational experiences and outcomes. En ligne : https://dx.doi.org/10.1177/13623613251345532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

"There is nothing"-Exploring diagnostic and service access for autistic individuals in Uruguay: A qualitative study / Gabriela GARRIDO ; Leyla FEIZE ; Liza TALAVERA-GARZA ; Bianca T VILLALOBOS ; Cecilia MONTIEL-NAVA in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2562-2574 Titre : "There is nothing"-Exploring diagnostic and service access for autistic individuals in Uruguay: A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : Gabriela GARRIDO, Auteur ; Leyla FEIZE, Auteur ; Liza TALAVERA-GARZA, Auteur ; Bianca T VILLALOBOS, Auteur ; Cecilia MONTIEL-NAVA, Auteur Article en page(s) : p.2562-2574 Langues : Anglais (eng) Mots-clés : autism  barriers  diagnosis  service access  Theory of Change  Uruguay Index. décimale : PER Périodiques Résumé : Due to the higher autism research presence of higher-income countries, the known social and cultural experiences of families raising a child with autism are centered on their realities. This narrative overlooks the experiences of many families who do not fit this archetype, such as those residing in low- and middle-income countries, who are particularly challenged by the limited availability of trained professionals and barriers to accessing diagnosis and evidence-based treatments. That is the case in Latin American countries, such as Uruguay, where the present project transpires. By utilizing a Theory of Change framework, specifically developed to be used in low- and middle-income countries, the present study explores diagnostic and service barriers in Uruguay. The study included semi-structured interviews with caregivers of autistic individuals and key informants residing in Uruguay. Participants were selected using a purposive sample technique. Data analysis consisted of reflexive thematic analysis. Salient themes consisted of multiple barriers to diagnostic and service access due to a multistep process, limited awareness of autism characteristics, a hesitancy to provide a diagnosis, and few professionals who specialize in autism. For those residing outside the capital, additional difficulties were experienced.Lay Abstract Countries with higher monetary means to conduct research are able to have not only better knowledge of the realities of autistic individuals and their families but also better access to diagnostic and intervention services. In countries with lower income, there is limited understanding of autistic experiences and also issues with access to services due to multiple reasons, like services only being accessible in certain regions, few trained professionals, and long waitlists. This study seeks to understand possible diagnostic and service barriers experienced by autistic individuals residing in Uruguay. To understand the local realities, parents and specialists working with autistic individuals were interviewed, and the information gathered was analyzed by finding patterns that were used to form themes that included the shared experiences among participants. Some of the themes that were identified included reports of difficulties in accessing diagnosis and interventions, either because there were many steps needed to guarantee these services or because there was a limited awareness of autism spectrum disorder and its characteristics by providers, which resulted in a hesitation to diagnose. Also, participants described very few professionals who specialize in autism spectrum disorder. For those residing outside the capital, additional difficulties were experienced. En ligne : https://dx.doi.org/10.1177/13623613251345334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] "There is nothing"-Exploring diagnostic and service access for autistic individuals in Uruguay: A qualitative study [Texte imprimé et/ou numérique] / Gabriela GARRIDO, Auteur ; Leyla FEIZE, Auteur ; Liza TALAVERA-GARZA, Auteur ; Bianca T VILLALOBOS, Auteur ; Cecilia MONTIEL-NAVA, Auteur . - p.2562-2574. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2562-2574 Mots-clés : autism  barriers  diagnosis  service access  Theory of Change  Uruguay Index. décimale : PER Périodiques Résumé : Due to the higher autism research presence of higher-income countries, the known social and cultural experiences of families raising a child with autism are centered on their realities. This narrative overlooks the experiences of many families who do not fit this archetype, such as those residing in low- and middle-income countries, who are particularly challenged by the limited availability of trained professionals and barriers to accessing diagnosis and evidence-based treatments. That is the case in Latin American countries, such as Uruguay, where the present project transpires. By utilizing a Theory of Change framework, specifically developed to be used in low- and middle-income countries, the present study explores diagnostic and service barriers in Uruguay. The study included semi-structured interviews with caregivers of autistic individuals and key informants residing in Uruguay. Participants were selected using a purposive sample technique. Data analysis consisted of reflexive thematic analysis. Salient themes consisted of multiple barriers to diagnostic and service access due to a multistep process, limited awareness of autism characteristics, a hesitancy to provide a diagnosis, and few professionals who specialize in autism. For those residing outside the capital, additional difficulties were experienced.Lay Abstract Countries with higher monetary means to conduct research are able to have not only better knowledge of the realities of autistic individuals and their families but also better access to diagnostic and intervention services. In countries with lower income, there is limited understanding of autistic experiences and also issues with access to services due to multiple reasons, like services only being accessible in certain regions, few trained professionals, and long waitlists. This study seeks to understand possible diagnostic and service barriers experienced by autistic individuals residing in Uruguay. To understand the local realities, parents and specialists working with autistic individuals were interviewed, and the information gathered was analyzed by finding patterns that were used to form themes that included the shared experiences among participants. Some of the themes that were identified included reports of difficulties in accessing diagnosis and interventions, either because there were many steps needed to guarantee these services or because there was a limited awareness of autism spectrum disorder and its characteristics by providers, which resulted in a hesitation to diagnose. Also, participants described very few professionals who specialize in autism spectrum disorder. For those residing outside the capital, additional difficulties were experienced. En ligne : https://dx.doi.org/10.1177/13623613251345334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Comparing trajectories of sport participation for autistic- and non-autistic-youth: A group-based multi-trajectory modelling approach / Jessica HILL ; Matthew BOURKE ; Sjaan GOMERSALL ; Sean TWEEDY ; John CAIRNEY in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2575-2587 Titre : Comparing trajectories of sport participation for autistic- and non-autistic-youth: A group-based multi-trajectory modelling approach Type de document : Texte imprimé et/ou numérique Auteurs : Jessica HILL, Auteur ; Matthew BOURKE, Auteur ; Sjaan GOMERSALL, Auteur ; Sean TWEEDY, Auteur ; John CAIRNEY, Auteur Article en page(s) : p.2575-2587 Langues : Anglais (eng) Mots-clés : school-age children  sport participation Index. décimale : PER Périodiques Résumé : Autistic children are less likely to participate in sport than non-autistic children, but we know little about how patterns of participation in team and individual sport change across childhood. Drawing on a nationally representative cohort of Australian children, this study analysed trajectories of participation in team and individual sport between the ages of 8 and 15 using a group-based multiple trajectory modelling approach. A five-group solution was found to be the best fit to the data, identifying distinct patterns of sport participation over time. In comparison with non-autistic children, autistic children were more likely to belong to the 'sport avoider' group with low participation in both team and individual sport at all ages. Conversely, autistic children were less likely to be classified in the 'team sportsperson', 'ex-team sportsperson' or 'mixed sportsperson' groups. No difference in the likelihood of belonging to the 'individual sportsperson' group was found. Risk factors for trajectory group membership were similar for autistic and non-autistic children. Our findings indicate that autistic children are particularly likely to experience exclusion from team sport environments, and this exclusion persists over time. Similar rates of participation in individual sport for autistic and non-autistic children indicate that these environments may be more supportive for autistic children.Lay abstract Autistic children are less likely to participate in sport than non-autistic children, but we know little about how patterns of participation in team and individual sport change across childhood. Drawing on data for a group of Australian children whose families were reinterviewed between ages 8 and 15, the present study patterns of participation in team and individual sport over time. Findings from the analysis suggested that children could be grouped into five patterns of participation in team and individual sport between the ages of 8 and 15. In comparison with non-autistic children, autistic children were more likely to belong to the 'sport avoider' group with low participation in both team and individual sport at all ages. Conversely, autistic children were less likely to belong to the 'team sportsperson', 'ex-team sportsperson' or 'mixed sportsperson' groups. Similar numbers of autistic and non-autistic children belonged to the 'individual sportsperson' group. Factors linked to patterns of participation over time were similar for autistic and non-autistic children. Our findings indicate that autistic children are particularly likely to experience exclusion from team sport environments, and this exclusion persists over time. Similar rates of participation in individual sport for autistic and non-autistic children indicate that these environments may be more supportive for autistic children. En ligne : https://dx.doi.org/10.1177/13623613251345345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Comparing trajectories of sport participation for autistic- and non-autistic-youth: A group-based multi-trajectory modelling approach [Texte imprimé et/ou numérique] / Jessica HILL, Auteur ; Matthew BOURKE, Auteur ; Sjaan GOMERSALL, Auteur ; Sean TWEEDY, Auteur ; John CAIRNEY, Auteur . - p.2575-2587. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2575-2587 Mots-clés : school-age children  sport participation Index. décimale : PER Périodiques Résumé : Autistic children are less likely to participate in sport than non-autistic children, but we know little about how patterns of participation in team and individual sport change across childhood. Drawing on a nationally representative cohort of Australian children, this study analysed trajectories of participation in team and individual sport between the ages of 8 and 15 using a group-based multiple trajectory modelling approach. A five-group solution was found to be the best fit to the data, identifying distinct patterns of sport participation over time. In comparison with non-autistic children, autistic children were more likely to belong to the 'sport avoider' group with low participation in both team and individual sport at all ages. Conversely, autistic children were less likely to be classified in the 'team sportsperson', 'ex-team sportsperson' or 'mixed sportsperson' groups. No difference in the likelihood of belonging to the 'individual sportsperson' group was found. Risk factors for trajectory group membership were similar for autistic and non-autistic children. Our findings indicate that autistic children are particularly likely to experience exclusion from team sport environments, and this exclusion persists over time. Similar rates of participation in individual sport for autistic and non-autistic children indicate that these environments may be more supportive for autistic children.Lay abstract Autistic children are less likely to participate in sport than non-autistic children, but we know little about how patterns of participation in team and individual sport change across childhood. Drawing on data for a group of Australian children whose families were reinterviewed between ages 8 and 15, the present study patterns of participation in team and individual sport over time. Findings from the analysis suggested that children could be grouped into five patterns of participation in team and individual sport between the ages of 8 and 15. In comparison with non-autistic children, autistic children were more likely to belong to the 'sport avoider' group with low participation in both team and individual sport at all ages. Conversely, autistic children were less likely to belong to the 'team sportsperson', 'ex-team sportsperson' or 'mixed sportsperson' groups. Similar numbers of autistic and non-autistic children belonged to the 'individual sportsperson' group. Factors linked to patterns of participation over time were similar for autistic and non-autistic children. Our findings indicate that autistic children are particularly likely to experience exclusion from team sport environments, and this exclusion persists over time. Similar rates of participation in individual sport for autistic and non-autistic children indicate that these environments may be more supportive for autistic children. En ligne : https://dx.doi.org/10.1177/13623613251345345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

A randomized controlled trial into the effectiveness of a mobile health application (SAM) to reduce stress and improve well-being in autistic adults / Yvette ROKE ; Sander M BEGEER ; Annemieke van STRATEN ; Heleen RIPER ; Kirstin GREAVES-LORD ; Anke M SCHEEREN in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2588-2603 Titre : A randomized controlled trial into the effectiveness of a mobile health application (SAM) to reduce stress and improve well-being in autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Yvette ROKE, Auteur ; Sander M BEGEER, Auteur ; Annemieke van STRATEN, Auteur ; Heleen RIPER, Auteur ; Kirstin GREAVES-LORD, Auteur ; Anke M SCHEEREN, Auteur Article en page(s) : p.2588-2603 Langues : Anglais (eng) Mots-clés : adults  application  autism  mental well-being  mHealth  perceived stress Index. décimale : PER Périodiques Résumé : Autistic adults experience more daily stress compared to non-autistic adults. However, stress recognition is often delayed, potentially leading to chronic stress and significant (mental) health risks. We evaluated the effectiveness of Stress Autism Mate (SAM), a stress-monitoring mobile health application co-created with autistic individuals. We ran a two-arm, parallel, superiority randomized controlled trial. Autistic adults (n = 214) (mean age: 50.5?years; 66.4% female) were randomized to 1-month SAM usage or waitlist control. Participants self-reported on primary (Perceived Stress Scale; Warwick-Edinburgh Mental Wellbeing Scale), and secondary outcomes (Coping Self-Efficacy Scale) at baseline and 4?weeks later, after which the control group could start using the app. Hierarchical multiple regression analyses revealed that the intervention group had significantly lower perceived stress (d = 0.27), greater mental well-being (d = 0.35), and improved coping self-efficacy (d = 0.16) compared to the control group after 1 month. No intervention effect moderators could be identified. More frequent app usage was significantly associated with a stronger decrease in perceived stress (r = ?0.293). However, 42.9% of app users indicated increased stress from app use, warranting further investigation. Our results suggest that SAM may be effective in reducing perceived stress and improving mental well-being for some autistic individuals. Further refinement and investigation are recommended.Lay abstract Autistic adults often experience more daily stress than non-autistic individuals, but they may not always recognize this stress timely, which can lead to long-term health problems. To help address this, we tested an app called Stress Autism Mate (SAM), which was designed together with autistic individuals to help autistic adults monitor and manage their stress. In our study, 214 autistic adults (average age: 50.5?years; 66.4% female) were randomly assigned to either use the app for 1 month or wait before using it. We asked participants to complete surveys before and after the 1-month period to measure changes in their stress levels, mental well-being, and confidence in coping. Results showed that participants who used the app reported lower stress, improved mental well-being, and better coping skills compared to those who did not use the app. We also found that the more often someone used the app, the more their stress levels decreased. However, 42.9% of users felt more stressed using the app, which needs further study. Overall, our findings suggest that SAM can help reduce stress and improve well-being for some autistic adults, but more work is needed to improve the app and better understand its effects.Trial registry ISRCTN Registry: ISRCTN17394910. En ligne : https://dx.doi.org/10.1177/13623613251346885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] A randomized controlled trial into the effectiveness of a mobile health application (SAM) to reduce stress and improve well-being in autistic adults [Texte imprimé et/ou numérique] / Yvette ROKE, Auteur ; Sander M BEGEER, Auteur ; Annemieke van STRATEN, Auteur ; Heleen RIPER, Auteur ; Kirstin GREAVES-LORD, Auteur ; Anke M SCHEEREN, Auteur . - p.2588-2603. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2588-2603 Mots-clés : adults  application  autism  mental well-being  mHealth  perceived stress Index. décimale : PER Périodiques Résumé : Autistic adults experience more daily stress compared to non-autistic adults. However, stress recognition is often delayed, potentially leading to chronic stress and significant (mental) health risks. We evaluated the effectiveness of Stress Autism Mate (SAM), a stress-monitoring mobile health application co-created with autistic individuals. We ran a two-arm, parallel, superiority randomized controlled trial. Autistic adults (n = 214) (mean age: 50.5?years; 66.4% female) were randomized to 1-month SAM usage or waitlist control. Participants self-reported on primary (Perceived Stress Scale; Warwick-Edinburgh Mental Wellbeing Scale), and secondary outcomes (Coping Self-Efficacy Scale) at baseline and 4?weeks later, after which the control group could start using the app. Hierarchical multiple regression analyses revealed that the intervention group had significantly lower perceived stress (d = 0.27), greater mental well-being (d = 0.35), and improved coping self-efficacy (d = 0.16) compared to the control group after 1 month. No intervention effect moderators could be identified. More frequent app usage was significantly associated with a stronger decrease in perceived stress (r = ?0.293). However, 42.9% of app users indicated increased stress from app use, warranting further investigation. Our results suggest that SAM may be effective in reducing perceived stress and improving mental well-being for some autistic individuals. Further refinement and investigation are recommended.Lay abstract Autistic adults often experience more daily stress than non-autistic individuals, but they may not always recognize this stress timely, which can lead to long-term health problems. To help address this, we tested an app called Stress Autism Mate (SAM), which was designed together with autistic individuals to help autistic adults monitor and manage their stress. In our study, 214 autistic adults (average age: 50.5?years; 66.4% female) were randomly assigned to either use the app for 1 month or wait before using it. We asked participants to complete surveys before and after the 1-month period to measure changes in their stress levels, mental well-being, and confidence in coping. Results showed that participants who used the app reported lower stress, improved mental well-being, and better coping skills compared to those who did not use the app. We also found that the more often someone used the app, the more their stress levels decreased. However, 42.9% of users felt more stressed using the app, which needs further study. Overall, our findings suggest that SAM can help reduce stress and improve well-being for some autistic adults, but more work is needed to improve the app and better understand its effects.Trial registry ISRCTN Registry: ISRCTN17394910. En ligne : https://dx.doi.org/10.1177/13623613251346885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Camouflaging in autism: A cause or a consequence of mental health difficulties? / Audrey JJ MOL ; Tulsi A RADHOE ; Carolien TORENVLIET ; Joost A AGELINK VAN RENTERGEM ; Annabeth P GROENMAN ; Hilde M GEURTS in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2604-2617 Titre : Camouflaging in autism: A cause or a consequence of mental health difficulties? Type de document : Texte imprimé et/ou numérique Auteurs : Audrey JJ MOL, Auteur ; Tulsi A RADHOE, Auteur ; Carolien TORENVLIET, Auteur ; Joost A AGELINK VAN RENTERGEM, Auteur ; Annabeth P GROENMAN, Auteur ; Hilde M GEURTS, Auteur Article en page(s) : p.2604-2617 Langues : Anglais (eng) Mots-clés : autism  camouflaging  mental health difficulties Index. décimale : PER Périodiques Résumé : Camouflaging ([un]consciously hiding one?s autism traits) is hypothesized to be an underlying mechanism explaining elevated levels of mental health difficulties in autistic adults. As previous studies investigating this relationship were all cross-sectional, the direction of this association remains unclear. Therefore, we investigated whether (1) camouflaging predicts a change in mental health difficulties and (2) mental health difficulties predict a change in camouflaging. For this, 332 autistic adults aged 30 to 84?years (157 women) filled in the Dutch Camouflaging Autistic Traits Questionnaire, Symptom Checklist-90 Revised, and Autism Spectrum Quotient at two timepoints with an average time interval of 2?years. Preregistered multilevel analyses showed a negative interaction between initial camouflaging and time, indicating that people with higher initial levels of camouflaging showed a decrease in mental health difficulties, while for lower initial levels of camouflaging there was an increase. However, this effect was small. Initial mental health difficulties did not predict changes in camouflaging behavior, but findings were inconsistent across total camouflaging and assimilation. Thus, we did not find strong evidence for camouflaging to be associated with development of mental health difficulties. However, future research is needed before we can draw strong conclusions about directionality and causality.Plain Language Summary When autistic people use strategies to hide their autism traits, we refer to this as camouflaging. It has been thought that camouflaging could be a reason why autistic people develop mental health difficulties more often than non-autistic people. Research has shown that, in general, people who report more camouflaging behavior also report more mental health difficulties. However, we do not know whether camouflaging can be a reason for people to develop mental health difficulties or whether mental health difficulties may explain why autistic people use camouflaging strategies. Therefore, in this study we investigated whether (1) camouflaging is a predictor for a change in mental health difficulties and (2) mental health difficulties are a predictor for a change in camouflaging. For this study, 332 autistic adults aged 30 to 84?years (157 women) filled in questionnaires about camouflaging, mental health difficulties, and autism traits at two moments with an average of 2?years between measurements. We found that people with a higher level of initial camouflaging showed a decrease in mental health difficulties, while for people with lower levels of initial camouflaging behavior there was an increase in mental health difficulties. However, this effect was small. Initial mental health difficulties did not seem to predict a change in camouflaging behavior. Thus, we did not find evidence that camouflaging was followed by an increase in mental health difficulties. Therefore, future research is needed before we can draw strong conclusions about what comes first and what causes what, camouflaging or mental health. En ligne : https://dx.doi.org/10.1177/13623613251347104 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Camouflaging in autism: A cause or a consequence of mental health difficulties? [Texte imprimé et/ou numérique] / Audrey JJ MOL, Auteur ; Tulsi A RADHOE, Auteur ; Carolien TORENVLIET, Auteur ; Joost A AGELINK VAN RENTERGEM, Auteur ; Annabeth P GROENMAN, Auteur ; Hilde M GEURTS, Auteur . - p.2604-2617. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2604-2617 Mots-clés : autism  camouflaging  mental health difficulties Index. décimale : PER Périodiques Résumé : Camouflaging ([un]consciously hiding one?s autism traits) is hypothesized to be an underlying mechanism explaining elevated levels of mental health difficulties in autistic adults. As previous studies investigating this relationship were all cross-sectional, the direction of this association remains unclear. Therefore, we investigated whether (1) camouflaging predicts a change in mental health difficulties and (2) mental health difficulties predict a change in camouflaging. For this, 332 autistic adults aged 30 to 84?years (157 women) filled in the Dutch Camouflaging Autistic Traits Questionnaire, Symptom Checklist-90 Revised, and Autism Spectrum Quotient at two timepoints with an average time interval of 2?years. Preregistered multilevel analyses showed a negative interaction between initial camouflaging and time, indicating that people with higher initial levels of camouflaging showed a decrease in mental health difficulties, while for lower initial levels of camouflaging there was an increase. However, this effect was small. Initial mental health difficulties did not predict changes in camouflaging behavior, but findings were inconsistent across total camouflaging and assimilation. Thus, we did not find strong evidence for camouflaging to be associated with development of mental health difficulties. However, future research is needed before we can draw strong conclusions about directionality and causality.Plain Language Summary When autistic people use strategies to hide their autism traits, we refer to this as camouflaging. It has been thought that camouflaging could be a reason why autistic people develop mental health difficulties more often than non-autistic people. Research has shown that, in general, people who report more camouflaging behavior also report more mental health difficulties. However, we do not know whether camouflaging can be a reason for people to develop mental health difficulties or whether mental health difficulties may explain why autistic people use camouflaging strategies. Therefore, in this study we investigated whether (1) camouflaging is a predictor for a change in mental health difficulties and (2) mental health difficulties are a predictor for a change in camouflaging. For this study, 332 autistic adults aged 30 to 84?years (157 women) filled in questionnaires about camouflaging, mental health difficulties, and autism traits at two moments with an average of 2?years between measurements. We found that people with a higher level of initial camouflaging showed a decrease in mental health difficulties, while for people with lower levels of initial camouflaging behavior there was an increase in mental health difficulties. However, this effect was small. Initial mental health difficulties did not seem to predict a change in camouflaging behavior. Thus, we did not find evidence that camouflaging was followed by an increase in mental health difficulties. Therefore, future research is needed before we can draw strong conclusions about what comes first and what causes what, camouflaging or mental health. En ligne : https://dx.doi.org/10.1177/13623613251347104 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Methodological challenges and opportunities when studying the course of autism / Peter SZATMARI ; Stelios GEORGIADES ; Stephen J GENTLES ; Jessica GIRAULT ; Patricia HOWLIN ; Meng-Chuan LAI ; Virginia CARTER LENO ; Catherine LORD ; Katie MADGETT ; Stephen J SHEINKOPF ; Emily SIMONOFF ; Zachary J WILLIAMS ; Lonnie ZWAIGENBAUM ; Alycia HALLADAY in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2618-2631 Titre : Methodological challenges and opportunities when studying the course of autism Type de document : Texte imprimé et/ou numérique Auteurs : Peter SZATMARI, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J GENTLES, Auteur ; Jessica GIRAULT, Auteur ; Patricia HOWLIN, Auteur ; Meng-Chuan LAI, Auteur ; Virginia CARTER LENO, Auteur ; Catherine LORD, Auteur ; Katie MADGETT, Auteur ; Stephen J SHEINKOPF, Auteur ; Emily SIMONOFF, Auteur ; Zachary J WILLIAMS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Alycia HALLADAY, Auteur Article en page(s) : p.2618-2631 Langues : Anglais (eng) Mots-clés : commentary  design  longitudinal  methodology Index. décimale : PER Périodiques Résumé : Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay Abstract Longitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community. En ligne : https://dx.doi.org/10.1177/13623613251341012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Methodological challenges and opportunities when studying the course of autism [Texte imprimé et/ou numérique] / Peter SZATMARI, Auteur ; Stelios GEORGIADES, Auteur ; Stephen J GENTLES, Auteur ; Jessica GIRAULT, Auteur ; Patricia HOWLIN, Auteur ; Meng-Chuan LAI, Auteur ; Virginia CARTER LENO, Auteur ; Catherine LORD, Auteur ; Katie MADGETT, Auteur ; Stephen J SHEINKOPF, Auteur ; Emily SIMONOFF, Auteur ; Zachary J WILLIAMS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Alycia HALLADAY, Auteur . - p.2618-2631. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2618-2631 Mots-clés : commentary  design  longitudinal  methodology Index. décimale : PER Périodiques Résumé : Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay Abstract Longitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community. En ligne : https://dx.doi.org/10.1177/13623613251341012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Risky business: How assumptions about evidence can exclude autistic voices / Schea Fissel BRANNICK in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2632-2634 Titre : Risky business: How assumptions about evidence can exclude autistic voices Type de document : Texte imprimé et/ou numérique Auteurs : Schea Fissel BRANNICK, Auteur Article en page(s) : p.2632-2634 Langues : Anglais (eng) Mots-clés : autism  clinical evidence  evidence-based practice  Gestalt Language Development  neurodiversity Index. décimale : PER Périodiques Résumé : Gestalt Language Development has been proposed as a theoretical foundation for neurodiversity-affirming intervention, yet its adoption remains controversial. Critics cite limited high-quality research as justification for rejecting its use, raising valid concerns about its scientific backing. However, such rejection rests on two assumptions that may lead to risky clinical decisions: (1) that research evidence should be the sole or primary driver of evidence-based practice and (2) that research-backed interventions are inherently neurodiversity-affirming. Using Gestalt Language Development as an example, this letter critiques these assumptions and illustrates how over-reliance on research alone-without integrating clinical expertise and autistic perspectives-can delay meaningful, inclusive care. I argue that centering autistic voices is essential to both neurodiversity-affirming practice and evidence-based decision-making. A more balanced model of evidence-based practice is needed-one that evaluates emerging interventions not only by their research base but also by their alignment with autistic values and their impact in clinical practice.Lay Abstract Many autistic individuals and clinicians find Gestalt Language Development to be a helpful approach for supporting autistic communication. However, some researchers argue that Gestalt Language Development should not be widely used until stronger research evidence is available. This argument introduces two risks. First, it assumes that research is the only kind of evidence that matters-overlooking the value of autistic lived experience and clinical expertise in making good intervention decisions. Second, it assumes that research-based interventions are automatically neurodiversity-affirming, even when they are developed without input from autistic people. This letter argues that excluding autistic voices from intervention decisions is risky. A more balanced approach to evidence-one that includes autistic perspectives, clinical expertise, and research-leads to inclusive, more responsive, and more effective support. While research on Gestalt Language Development is still growing, real-world experiences from autistic people and families offer valuable insight into what works and why it matters. En ligne : https://dx.doi.org/10.1177/13623613251339006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Risky business: How assumptions about evidence can exclude autistic voices [Texte imprimé et/ou numérique] / Schea Fissel BRANNICK, Auteur . - p.2632-2634. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2632-2634 Mots-clés : autism  clinical evidence  evidence-based practice  Gestalt Language Development  neurodiversity Index. décimale : PER Périodiques Résumé : Gestalt Language Development has been proposed as a theoretical foundation for neurodiversity-affirming intervention, yet its adoption remains controversial. Critics cite limited high-quality research as justification for rejecting its use, raising valid concerns about its scientific backing. However, such rejection rests on two assumptions that may lead to risky clinical decisions: (1) that research evidence should be the sole or primary driver of evidence-based practice and (2) that research-backed interventions are inherently neurodiversity-affirming. Using Gestalt Language Development as an example, this letter critiques these assumptions and illustrates how over-reliance on research alone-without integrating clinical expertise and autistic perspectives-can delay meaningful, inclusive care. I argue that centering autistic voices is essential to both neurodiversity-affirming practice and evidence-based decision-making. A more balanced model of evidence-based practice is needed-one that evaluates emerging interventions not only by their research base but also by their alignment with autistic values and their impact in clinical practice.Lay Abstract Many autistic individuals and clinicians find Gestalt Language Development to be a helpful approach for supporting autistic communication. However, some researchers argue that Gestalt Language Development should not be widely used until stronger research evidence is available. This argument introduces two risks. First, it assumes that research is the only kind of evidence that matters-overlooking the value of autistic lived experience and clinical expertise in making good intervention decisions. Second, it assumes that research-based interventions are automatically neurodiversity-affirming, even when they are developed without input from autistic people. This letter argues that excluding autistic voices from intervention decisions is risky. A more balanced approach to evidence-one that includes autistic perspectives, clinical expertise, and research-leads to inclusive, more responsive, and more effective support. While research on Gestalt Language Development is still growing, real-world experiences from autistic people and families offer valuable insight into what works and why it matters. En ligne : https://dx.doi.org/10.1177/13623613251339006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567