Dépouillements

Decolonizing autism research: Integrating Indigenous ways of knowing, being, and doing / Grant BRUNO in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2637-2643 Titre : Decolonizing autism research: Integrating Indigenous ways of knowing, being, and doing Type de document : texte imprimé Auteurs : Grant BRUNO, Auteur ; Anne LINDBLOM, Auteur ; Jessica TUPOU, Auteur ; Fran KEWENE, Auteur ; TC WAISMAN, Auteur ; Iliana MAGIATI, Auteur Article en page(s) : p.2637-2643 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613251382398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Decolonizing autism research: Integrating Indigenous ways of knowing, being, and doing [texte imprimé] / Grant BRUNO, Auteur ; Anne LINDBLOM, Auteur ; Jessica TUPOU, Auteur ; Fran KEWENE, Auteur ; TC WAISMAN, Auteur ; Iliana MAGIATI, Auteur . - p.2637-2643. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2637-2643 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613251382398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

A scoping review of current approaches to strengths-based transition practices for autistic adolescents / Sophie RUMSA in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2644-2661 Titre : A scoping review of current approaches to strengths-based transition practices for autistic adolescents Type de document : texte imprimé Auteurs : Sophie RUMSA, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai LIM LEE, Auteur ; Sven BÖLTE, Auteur ; Tele TAN, Auteur ; Sonya GIRDLER, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.2644-2661 Langues : Anglais (eng) Mots-clés : adolescents  adult outcomes  autism spectrum disorders  strengths-based Index. décimale : PER Périodiques Résumé : This review aimed to map the literature surrounding strengths-based approaches in studies with autistic adolescents focusing on adult transition outcomes, by describing the active ingredients of interventions and the properties of assessment tools. Relevant databases were searched for articles surrounding strengths-based practices, which met the following criteria: (a) written in English, (b) published since 1990, and (c) involving adolescent participants with a diagnosis of autism spectrum disorder. Data extraction included sample, aim, intervention description, outcome measures, and results. Data were synthesised using a descriptive approach and thematic analysis was conducted to identify active ingredients, practice strategies, outcomes, and assessment properties. Overall, 35 articles met the inclusion criteria, including 26 studies evaluating strengths-based interventions and 9 articles relating to general transition outcomes. Five types of interventions were classified according to their active components: transition planning, employment preparation and training, technology programmes, peer mentoring, and cognitive skills training. The best practice themes highlighted the importance of leveraging each individual’s interests and skills, developing individualised processes, and accommodating participant’s needs through a holistic approach. Analysis of the outcome measures highlighted a gap in standardised strengths-based assessments, but uncovered primary outcome themes of self-determination, social skills, confidence, and work-related skills.Lay abstract This review explores research on strengths-based approaches for autistic adolescents, particularly focusing on outcomes related to transitioning into adulthood. The goal was to identify and describe the key components of strengths-based interventions and assessment tools. The review looked at studies published since 1990 that involved adolescents with a diagnosis of autism spectrum disorder and included a variety of approaches aimed at promoting positive adult outcomes. After analysing 35 relevant articles, the review categorised five types of interventions based on their key components: transition planning, employment preparation, technology programmes, peer mentoring, and cognitive skills training. The review also identified fewer strengths-based measures than expected, with many studies employing custom measures. This points to a gap in reliable strengths assessments for autistic adolescents, which would be useful in transition planning and improving self-image. Despite the lack of standardised tools, the review highlighted several common strengths-based outcomes, such as improvements in self-determination, social skills, confidence, and work-related skills. En ligne : https://dx.doi.org/10.1177/13623613251346336 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] A scoping review of current approaches to strengths-based transition practices for autistic adolescents [texte imprimé] / Sophie RUMSA, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai LIM LEE, Auteur ; Sven BÖLTE, Auteur ; Tele TAN, Auteur ; Sonya GIRDLER, Auteur ; Sonya GIRDLER, Auteur . - p.2644-2661. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2644-2661 Mots-clés : adolescents  adult outcomes  autism spectrum disorders  strengths-based Index. décimale : PER Périodiques Résumé : This review aimed to map the literature surrounding strengths-based approaches in studies with autistic adolescents focusing on adult transition outcomes, by describing the active ingredients of interventions and the properties of assessment tools. Relevant databases were searched for articles surrounding strengths-based practices, which met the following criteria: (a) written in English, (b) published since 1990, and (c) involving adolescent participants with a diagnosis of autism spectrum disorder. Data extraction included sample, aim, intervention description, outcome measures, and results. Data were synthesised using a descriptive approach and thematic analysis was conducted to identify active ingredients, practice strategies, outcomes, and assessment properties. Overall, 35 articles met the inclusion criteria, including 26 studies evaluating strengths-based interventions and 9 articles relating to general transition outcomes. Five types of interventions were classified according to their active components: transition planning, employment preparation and training, technology programmes, peer mentoring, and cognitive skills training. The best practice themes highlighted the importance of leveraging each individual’s interests and skills, developing individualised processes, and accommodating participant’s needs through a holistic approach. Analysis of the outcome measures highlighted a gap in standardised strengths-based assessments, but uncovered primary outcome themes of self-determination, social skills, confidence, and work-related skills.Lay abstract This review explores research on strengths-based approaches for autistic adolescents, particularly focusing on outcomes related to transitioning into adulthood. The goal was to identify and describe the key components of strengths-based interventions and assessment tools. The review looked at studies published since 1990 that involved adolescents with a diagnosis of autism spectrum disorder and included a variety of approaches aimed at promoting positive adult outcomes. After analysing 35 relevant articles, the review categorised five types of interventions based on their key components: transition planning, employment preparation, technology programmes, peer mentoring, and cognitive skills training. The review also identified fewer strengths-based measures than expected, with many studies employing custom measures. This points to a gap in reliable strengths assessments for autistic adolescents, which would be useful in transition planning and improving self-image. Despite the lack of standardised tools, the review highlighted several common strengths-based outcomes, such as improvements in self-determination, social skills, confidence, and work-related skills. En ligne : https://dx.doi.org/10.1177/13623613251346336 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Application of psychological behavioural therapies in improving oral health for children and adolescents with autism spectrum disorder: A systematic review and meta-analysis / Phoebe Py LAM in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2662-2676 Titre : Application of psychological behavioural therapies in improving oral health for children and adolescents with autism spectrum disorder: A systematic review and meta-analysis Type de document : texte imprimé Auteurs : Phoebe Py LAM, Auteur ; Elise Hoi Wan FOK, Auteur ; Megan Yuen Tung CHAN, Auteur ; Colman Patrick MCGRATH, Auteur ; Cynthia Kar YUNG YIU, Auteur Article en page(s) : p.2662-2676 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  behaviour modification  oral health  oral hygiene  systematic review Index. décimale : PER Périodiques Résumé : This systematic review aimed to summarize the current evidence on the effectiveness of various psychological behavioural therapies in improving oral hygiene maintenance habits and oral health among children with autism. Independent screening and study selection, data extraction, risk of bias assessment, and evaluation of the certainty of evidence were conducted. A total of 16 studies were deemed eligible for qualitative synthesis, with 9 included in quantitative analyses. Psychological behavioural therapies including visual pedagogies, social stories, components of PECS (Picture Exchange Communication System) and Applied Behavioural Analysis, as well as the use of smart device applications all demonstrated improvement in oral health parameters following implementation. However, most studies lacked control groups and exhibited a high risk of bias due to the lack of reporting or failure to account for autism spectrum disorder (ASD) severity and associated comorbidities. In addition, studies typically relied on caregivers to carry out reinforcement of therapies, which may explain the significant heterogeneity observed. In summary, the evidence supporting the use of psychoeducational techniques to improve the oral health parameters of autistic children is limited and of very low certainty. Further research utilizing larger-scale studies and more rigorous study designs is necessary to enhance the certainty of evidence in this field.Lay abstract This review looked at existing studies to see how effective different psychological and behavioural therapies are in helping children with autism take better care of their teeth and maintain good oral health. The researchers carefully selected and analysed 16 studies, with 9 of those used for detailed analysis. The therapies examined included visual tools, social stories, parts of the Picture Exchange Communication System (PECS), Applied Behavioural Analysis (ABA), and smartphone apps. Overall, these approaches showed some improvements in oral health. However, many of the studies had weaknesses, such as not having control groups or not fully considering the severity of the autistic conditions or if other medical conditions are present. In short, the current evidence that these therapies help improve oral health in children with autism is limited and not very strong. More high-quality research with larger groups of children is needed to better understand what works best. En ligne : https://dx.doi.org/10.1177/13623613251372276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Application of psychological behavioural therapies in improving oral health for children and adolescents with autism spectrum disorder: A systematic review and meta-analysis [texte imprimé] / Phoebe Py LAM, Auteur ; Elise Hoi Wan FOK, Auteur ; Megan Yuen Tung CHAN, Auteur ; Colman Patrick MCGRATH, Auteur ; Cynthia Kar YUNG YIU, Auteur . - p.2662-2676. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2662-2676 Mots-clés : Autism Spectrum Disorder  behaviour modification  oral health  oral hygiene  systematic review Index. décimale : PER Périodiques Résumé : This systematic review aimed to summarize the current evidence on the effectiveness of various psychological behavioural therapies in improving oral hygiene maintenance habits and oral health among children with autism. Independent screening and study selection, data extraction, risk of bias assessment, and evaluation of the certainty of evidence were conducted. A total of 16 studies were deemed eligible for qualitative synthesis, with 9 included in quantitative analyses. Psychological behavioural therapies including visual pedagogies, social stories, components of PECS (Picture Exchange Communication System) and Applied Behavioural Analysis, as well as the use of smart device applications all demonstrated improvement in oral health parameters following implementation. However, most studies lacked control groups and exhibited a high risk of bias due to the lack of reporting or failure to account for autism spectrum disorder (ASD) severity and associated comorbidities. In addition, studies typically relied on caregivers to carry out reinforcement of therapies, which may explain the significant heterogeneity observed. In summary, the evidence supporting the use of psychoeducational techniques to improve the oral health parameters of autistic children is limited and of very low certainty. Further research utilizing larger-scale studies and more rigorous study designs is necessary to enhance the certainty of evidence in this field.Lay abstract This review looked at existing studies to see how effective different psychological and behavioural therapies are in helping children with autism take better care of their teeth and maintain good oral health. The researchers carefully selected and analysed 16 studies, with 9 of those used for detailed analysis. The therapies examined included visual tools, social stories, parts of the Picture Exchange Communication System (PECS), Applied Behavioural Analysis (ABA), and smartphone apps. Overall, these approaches showed some improvements in oral health. However, many of the studies had weaknesses, such as not having control groups or not fully considering the severity of the autistic conditions or if other medical conditions are present. In short, the current evidence that these therapies help improve oral health in children with autism is limited and not very strong. More high-quality research with larger groups of children is needed to better understand what works best. En ligne : https://dx.doi.org/10.1177/13623613251372276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘I did not think they could help me’: Autistic adults’ reasons for not seeking public healthcare when they last experienced suicidality / Tanya L PROCYSHYN in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2677-2690 Titre : ‘I did not think they could help me’: Autistic adults’ reasons for not seeking public healthcare when they last experienced suicidality Type de document : texte imprimé Auteurs : Tanya L PROCYSHYN, Auteur ; Rachel L MOSELEY, Auteur ; Sarah J MARSDEN, Auteur ; Carrie ALLISON, Auteur ; Tracey PARSONS, Auteur ; Sarah CASSIDY, Auteur ; Mirabel PELTON, Auteur ; Elizabeth WEIR, Auteur ; Tanatswa CHIKAURA, Auteur ; Holly HODGES, Auteur ; David MOSSE, Auteur ; Ian HALL, Auteur ; Lewis OWENS, Auteur ; Jon CHEYETTE, Auteur ; David CRICHTON, Auteur ; Jacqui RODGERS, Auteur ; Simon BARON-COHEN, Auteur Article en page(s) : p.2677-2690 Langues : Anglais (eng) Mots-clés : autism  mental health  public health  suicide Index. décimale : PER Périodiques Résumé : With autistic people at increased risk of dying by suicide, understanding barriers to help-seeking is crucial for suicide prevention efforts. Using an online survey designed in consultation with autistic people, we examined reasons why autistic adults living in the United Kingdom did not seek help from the National Health Service (NHS) when they last experienced suicidal thoughts or behaviours. Participants who disaffirmed help-seeking from the NHS (n = 754) were able to select from a prepopulated list of 20 reasons why and to enter their own. The three most commonly endorsed reasons were ‘I tried to cope and manage my feelings by myself’, ‘I did not think they could help me’ and ‘The waiting list is too long – no point’. Endorsement of reasons differed significantly with gender identity, age group and degree of lifetime suicidality. Four themes emerged from analysis of free-form responses: NHS is ineffective, NHS as antagonistic, Fear and consequences and Barriers to access. These findings highlight the need to foster more flexible healthcare systems capable of supporting autistic people, and that autistic people view as trustworthy and effective, to enable help-seeking behaviours with the potential to save lives.Lay abstract Autistic people are more likely than non-autistic people to think about, attempt and die by suicide. For people in crisis, public healthcare services are, in theory, a source of help. In reality, many non-autistic people do not seek help from healthcare services. We wanted to understand why autistic people living in the United Kingdom may not seek help from the National Health Service (NHS) when suicidal and if these reasons differed by characteristics like age and gender. This study tried to answer these questions using responses from a survey co-designed with autistic people about various aspects of suicidal experiences. Participants were able to select from a list of 20 reasons and enter their own explanations (free-form responses) why they did not seek NHS support when suicidal. Our findings show that the most common reasons were that people tried to cope and manage by themselves; they did not think the NHS could help; and they thought the waiting list was too long. Reasons for not seeking help differed by age and gender, as well as lifetime history of suicidal thoughts and behaviour. For example, cisgender women and transgender/gender-divergent participants were more likely to say that previous bad experiences with the NHS prevented them from seeking help, and people with experience of suicide attempts were more likely to have been turned away by the NHS in the past. The free-form responses showed that many participants believed the NHS was ineffective, had previously had negative experiences with the NHS, worried about the consequences of help-seeking and experienced barriers that prevented help-seeking. This work highlights the crucial change and work required to make the NHS safe and accessible for autistic people so they can reach out for help when suicidal. En ligne : https://dx.doi.org/10.1177/13623613251370789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘I did not think they could help me’: Autistic adults’ reasons for not seeking public healthcare when they last experienced suicidality [texte imprimé] / Tanya L PROCYSHYN, Auteur ; Rachel L MOSELEY, Auteur ; Sarah J MARSDEN, Auteur ; Carrie ALLISON, Auteur ; Tracey PARSONS, Auteur ; Sarah CASSIDY, Auteur ; Mirabel PELTON, Auteur ; Elizabeth WEIR, Auteur ; Tanatswa CHIKAURA, Auteur ; Holly HODGES, Auteur ; David MOSSE, Auteur ; Ian HALL, Auteur ; Lewis OWENS, Auteur ; Jon CHEYETTE, Auteur ; David CRICHTON, Auteur ; Jacqui RODGERS, Auteur ; Simon BARON-COHEN, Auteur . - p.2677-2690. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2677-2690 Mots-clés : autism  mental health  public health  suicide Index. décimale : PER Périodiques Résumé : With autistic people at increased risk of dying by suicide, understanding barriers to help-seeking is crucial for suicide prevention efforts. Using an online survey designed in consultation with autistic people, we examined reasons why autistic adults living in the United Kingdom did not seek help from the National Health Service (NHS) when they last experienced suicidal thoughts or behaviours. Participants who disaffirmed help-seeking from the NHS (n = 754) were able to select from a prepopulated list of 20 reasons why and to enter their own. The three most commonly endorsed reasons were ‘I tried to cope and manage my feelings by myself’, ‘I did not think they could help me’ and ‘The waiting list is too long – no point’. Endorsement of reasons differed significantly with gender identity, age group and degree of lifetime suicidality. Four themes emerged from analysis of free-form responses: NHS is ineffective, NHS as antagonistic, Fear and consequences and Barriers to access. These findings highlight the need to foster more flexible healthcare systems capable of supporting autistic people, and that autistic people view as trustworthy and effective, to enable help-seeking behaviours with the potential to save lives.Lay abstract Autistic people are more likely than non-autistic people to think about, attempt and die by suicide. For people in crisis, public healthcare services are, in theory, a source of help. In reality, many non-autistic people do not seek help from healthcare services. We wanted to understand why autistic people living in the United Kingdom may not seek help from the National Health Service (NHS) when suicidal and if these reasons differed by characteristics like age and gender. This study tried to answer these questions using responses from a survey co-designed with autistic people about various aspects of suicidal experiences. Participants were able to select from a list of 20 reasons and enter their own explanations (free-form responses) why they did not seek NHS support when suicidal. Our findings show that the most common reasons were that people tried to cope and manage by themselves; they did not think the NHS could help; and they thought the waiting list was too long. Reasons for not seeking help differed by age and gender, as well as lifetime history of suicidal thoughts and behaviour. For example, cisgender women and transgender/gender-divergent participants were more likely to say that previous bad experiences with the NHS prevented them from seeking help, and people with experience of suicide attempts were more likely to have been turned away by the NHS in the past. The free-form responses showed that many participants believed the NHS was ineffective, had previously had negative experiences with the NHS, worried about the consequences of help-seeking and experienced barriers that prevented help-seeking. This work highlights the crucial change and work required to make the NHS safe and accessible for autistic people so they can reach out for help when suicidal. En ligne : https://dx.doi.org/10.1177/13623613251370789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘Adolescence kicked in . . . and you need help again’: A qualitative study of the experiences of parents of autistic teenagers with mental health difficulties or behaviours that challenge / Suzanne MUKHERJEE in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2691-2702 Titre : ‘Adolescence kicked in . . . and you need help again’: A qualitative study of the experiences of parents of autistic teenagers with mental health difficulties or behaviours that challenge Type de document : texte imprimé Auteurs : Suzanne MUKHERJEE, Auteur ; Bryony BERESFORD, Auteur Article en page(s) : p.2691-2702 Langues : Anglais (eng) Mots-clés : adolescents  family functioning and support  lived experience  mental health  parents  qualitative research Index. décimale : PER Périodiques Résumé : Relatively little is known about the experiences of parents of autistic teenagers, with the existing research on this life stage principally about transition. This study sought to address this gap. It focused specifically on parents of autistic teenagers with mental health difficulties and/or behaviours that challenge (MHD/BC). The study design was qualitative and used in-depth interviews to collect data. Thirty-three parents of 31 teenagers (15–19 years) living in the United Kingdom were purposively sampled and recruited from an existing research cohort. A thematic analysis was undertaken, adopting the framework method. Parents typically reported the emergence of new MHD/BC, or existing difficulties becoming more severe, during the teenage years. At the same time, they described feeling de-skilled and uncertain about how best to support their child. Many parents also referred to deteriorations in their own physical and emotional health. Very few had accessed beneficial professional support during this period. Findings add weight to the case for increasing support to parents of autistic teenagers, and the need to work preventatively to reduce the risks of MHD/BC emerging or increasing in severity during the teenage years.Lay abstract Being a teenager can be challenging for any young person, and it is during this stage of life that most mental health difficulties (MHDs) emerge. The teenage years can be even more demanding for autistic young people who are known to experience more emotional distress and MHDs than their neurotypical peers. Parents are an important source of support for most children and young people, including those who are autistic. It therefore surprising that there is very little research on the experiences of parents of autistic teenagers. Most of the research that has been carried out is specifically about leaving school or moving from children’s to adult services. The purpose of this research was to understand the experiences of parents of an autistic teenager with mental health difficulties or behaviours that challenge (MHD/BC). We interviewed 33 parents of 31 teenagers aged between 15 and 19 years. Most parents said their child experienced new or more severe MHD/BC during their teenage years. This was upsetting to witness and caused them a lot of worry. Many described not knowing how best to respond. Others said that their efforts to support their child were unsuccessful. The difficulties parents experienced had an impact on their day-to-day lives and many said their own physical and emotional health had worsened as a result. Very few parents had received help from mental health or social services. The findings highlight the importance of supporting parents of autistic teenagers, including intervening to support autistic teenagers. En ligne : https://dx.doi.org/10.1177/13623613251351040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘Adolescence kicked in . . . and you need help again’: A qualitative study of the experiences of parents of autistic teenagers with mental health difficulties or behaviours that challenge [texte imprimé] / Suzanne MUKHERJEE, Auteur ; Bryony BERESFORD, Auteur . - p.2691-2702. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2691-2702 Mots-clés : adolescents  family functioning and support  lived experience  mental health  parents  qualitative research Index. décimale : PER Périodiques Résumé : Relatively little is known about the experiences of parents of autistic teenagers, with the existing research on this life stage principally about transition. This study sought to address this gap. It focused specifically on parents of autistic teenagers with mental health difficulties and/or behaviours that challenge (MHD/BC). The study design was qualitative and used in-depth interviews to collect data. Thirty-three parents of 31 teenagers (15–19 years) living in the United Kingdom were purposively sampled and recruited from an existing research cohort. A thematic analysis was undertaken, adopting the framework method. Parents typically reported the emergence of new MHD/BC, or existing difficulties becoming more severe, during the teenage years. At the same time, they described feeling de-skilled and uncertain about how best to support their child. Many parents also referred to deteriorations in their own physical and emotional health. Very few had accessed beneficial professional support during this period. Findings add weight to the case for increasing support to parents of autistic teenagers, and the need to work preventatively to reduce the risks of MHD/BC emerging or increasing in severity during the teenage years.Lay abstract Being a teenager can be challenging for any young person, and it is during this stage of life that most mental health difficulties (MHDs) emerge. The teenage years can be even more demanding for autistic young people who are known to experience more emotional distress and MHDs than their neurotypical peers. Parents are an important source of support for most children and young people, including those who are autistic. It therefore surprising that there is very little research on the experiences of parents of autistic teenagers. Most of the research that has been carried out is specifically about leaving school or moving from children’s to adult services. The purpose of this research was to understand the experiences of parents of an autistic teenager with mental health difficulties or behaviours that challenge (MHD/BC). We interviewed 33 parents of 31 teenagers aged between 15 and 19 years. Most parents said their child experienced new or more severe MHD/BC during their teenage years. This was upsetting to witness and caused them a lot of worry. Many described not knowing how best to respond. Others said that their efforts to support their child were unsuccessful. The difficulties parents experienced had an impact on their day-to-day lives and many said their own physical and emotional health had worsened as a result. Very few parents had received help from mental health or social services. The findings highlight the importance of supporting parents of autistic teenagers, including intervening to support autistic teenagers. En ligne : https://dx.doi.org/10.1177/13623613251351040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘Feeling constantly kicked down’: A qualitative phenomenological study exploring rejection sensitivity in autistic adults / Alvin van ASSELT in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2703-2714 Titre : ‘Feeling constantly kicked down’: A qualitative phenomenological study exploring rejection sensitivity in autistic adults Type de document : texte imprimé Auteurs : Alvin van ASSELT, Auteur ; Yvette ROKE, Auteur ; Sander M BEGEER, Auteur ; Anke M SCHEEREN, Auteur Article en page(s) : p.2703-2714 Langues : Anglais (eng) Mots-clés : autism  criticism  rejection  rejection sensitivity  rejection sensitivity dysphoria Index. décimale : PER Périodiques Résumé : Autistic individuals are at greater risk of social rejection than non-autistic peers. On social media, adults with autism report an extreme sensitivity to social rejection. This qualitative study explored lived experiences of heightened rejection sensitivity in this population. Purposive sampling through social media was used to recruit 19 autistic adults aged 21–71 (11 women, 8 men) who self-reported heightened rejection sensitivity. Face-to-face or online semi-structured interviews were held. Interpretative phenomenological analysis was utilized to analyse the data, and synthesized member checking was conducted to ensure data accuracy. Participants described their rejection sensitivity as profoundly overwhelming, exhausting emotions and thoughts when anticipating or perceiving rejection and criticism. These responses could be accompanied by physical tension, pain and reliving past rejections. Its intensity varied greatly depending on contextual factors (e.g. baseline mood and topic of rejection) and was frequently invalidated. Identified predisposing factors included inherent autistic traits and lifelong rejection experiences. Many strategies were employed to alleviate these challenges, including therapy, with varying success. The participants’ lived experiences show that heightened rejection sensitivity can be a debilitating yet overlooked experience in autistic adults. Further quantitative research is needed to study its prevalence, predisposing factors, impact and potential interventions.Lay abstract Understanding rejection sensitivity in autistic adults: An interview study to gather insights from lived experiencesWhy was this study done?Autistic individuals are more likely to face rejection and criticism than non-autistic individuals. How stressful these events are can depend on their rejection sensitivity. People with higher rejection sensitivity are more anxious about being rejected, are quicker to think that they are being rejected and have stronger reactions when rejection happens. Some autistic adults on social media describe their rejection sensitivity as extreme. This study aimed to better understand how these adults with autism experience their rejection sensitivity and how it affects their daily lives.What did the researchers do?We interviewed 19 adults with autism, aged 21 to 71, who experience high rejection sensitivity. These interviews were done either face-to-face or online. After analysing the interviews, we shared the findings with participants to check if they matched their experiences.What did the researchers find?Participants described their rejection sensitivity as overwhelming and exhausting. When they felt rejected or criticized, or feared this would happen in the future, they experienced strong emotional and physical reactions, such as overthinking, tension and pain. They could also re-experience memories of past rejection or criticism during these moments. The intensity of these responses varied depending on the situation and was often dismissed by others, including healthcare professionals. Participants felt that their rejection sensitivity came from a combination of their autistic traits and lifelong experiences of being rejected. Some tried therapy or other ways to cope with their rejection sensitivity, with mixed success.What do the findings mean?This study shows that high rejection sensitivity can be a serious and often overlooked challenge for autistic adults. More research is needed to understand it better and support them with this experience. En ligne : https://dx.doi.org/10.1177/13623613251376893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘Feeling constantly kicked down’: A qualitative phenomenological study exploring rejection sensitivity in autistic adults [texte imprimé] / Alvin van ASSELT, Auteur ; Yvette ROKE, Auteur ; Sander M BEGEER, Auteur ; Anke M SCHEEREN, Auteur . - p.2703-2714. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2703-2714 Mots-clés : autism  criticism  rejection  rejection sensitivity  rejection sensitivity dysphoria Index. décimale : PER Périodiques Résumé : Autistic individuals are at greater risk of social rejection than non-autistic peers. On social media, adults with autism report an extreme sensitivity to social rejection. This qualitative study explored lived experiences of heightened rejection sensitivity in this population. Purposive sampling through social media was used to recruit 19 autistic adults aged 21–71 (11 women, 8 men) who self-reported heightened rejection sensitivity. Face-to-face or online semi-structured interviews were held. Interpretative phenomenological analysis was utilized to analyse the data, and synthesized member checking was conducted to ensure data accuracy. Participants described their rejection sensitivity as profoundly overwhelming, exhausting emotions and thoughts when anticipating or perceiving rejection and criticism. These responses could be accompanied by physical tension, pain and reliving past rejections. Its intensity varied greatly depending on contextual factors (e.g. baseline mood and topic of rejection) and was frequently invalidated. Identified predisposing factors included inherent autistic traits and lifelong rejection experiences. Many strategies were employed to alleviate these challenges, including therapy, with varying success. The participants’ lived experiences show that heightened rejection sensitivity can be a debilitating yet overlooked experience in autistic adults. Further quantitative research is needed to study its prevalence, predisposing factors, impact and potential interventions.Lay abstract Understanding rejection sensitivity in autistic adults: An interview study to gather insights from lived experiencesWhy was this study done?Autistic individuals are more likely to face rejection and criticism than non-autistic individuals. How stressful these events are can depend on their rejection sensitivity. People with higher rejection sensitivity are more anxious about being rejected, are quicker to think that they are being rejected and have stronger reactions when rejection happens. Some autistic adults on social media describe their rejection sensitivity as extreme. This study aimed to better understand how these adults with autism experience their rejection sensitivity and how it affects their daily lives.What did the researchers do?We interviewed 19 adults with autism, aged 21 to 71, who experience high rejection sensitivity. These interviews were done either face-to-face or online. After analysing the interviews, we shared the findings with participants to check if they matched their experiences.What did the researchers find?Participants described their rejection sensitivity as overwhelming and exhausting. When they felt rejected or criticized, or feared this would happen in the future, they experienced strong emotional and physical reactions, such as overthinking, tension and pain. They could also re-experience memories of past rejection or criticism during these moments. The intensity of these responses varied depending on the situation and was often dismissed by others, including healthcare professionals. Participants felt that their rejection sensitivity came from a combination of their autistic traits and lifelong experiences of being rejected. Some tried therapy or other ways to cope with their rejection sensitivity, with mixed success.What do the findings mean?This study shows that high rejection sensitivity can be a serious and often overlooked challenge for autistic adults. More research is needed to understand it better and support them with this experience. En ligne : https://dx.doi.org/10.1177/13623613251376893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘I don’t think they understand the reality of autism’: The lived experiences of autistic adults in Japan / Nanami HARADA in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2715-2726 Titre : ‘I don’t think they understand the reality of autism’: The lived experiences of autistic adults in Japan Type de document : texte imprimé Auteurs : Nanami HARADA, Auteur ; Elizabeth PELLICANO, Auteur ; Shinichiro KUMAGAYA, Auteur ; Satsuki AYAYA, Auteur ; Kosuke ASADA, Auteur ; Atsushi SENJU, Auteur Article en page(s) : p.2715-2726 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  qualitative research Index. décimale : PER Périodiques Résumé : Most autism research has been conducted in Western settings, which means that we know little about the lived experiences of autistic adults across a wide range of sociocultural contexts and countries. This study is, to our knowledge, the first to examine the lived experiences of autistic Japanese adults, eliciting their experiences of growing up autistic from their time at elementary school to the time of interview. We used semi-structured interviews with seven autistic Japanese adults, who had been clinically diagnosed in their 20s and 30s. Using reflexive thematic analysis, we identified four themes, including (1) people feeling different and misunderstood, (2) the books, doctors or other autistic people enabling the journey towards diagnosis, (3) the many and mixed emotions that emanated from the diagnosis and (4) a strong desire to be accepted. All interviewees experienced significant hardship throughout their lives, including a lack of acceptance of their diagnosis from their families. While this took its toll on the interviewees’ mental health, they desired to be understood by others and to address stigma. More efforts are needed to increase the knowledge, understanding and acceptance of autism in Japan through the lens of neurodiversity and with the input of the autistic community.Lay Abstract We know more and more about what it’s like to be autistic and autistic people’s experiences at school and at work. But most studies are from Western cultures, especially the United Kingdom and the United States, which means we know little about what it’s like to be autistic in other cultures, including East Asian cultures. In this study, for the first time, we investigated the life experiences from school to employment of Japanese autistic adults. We asked seven Japanese autistic adults, who had received their clinical diagnosis in their 20s and 30s, about their experiences from their own perspective. We found four major ideas or ‘themes’: (1) people feeling different and misunderstood, (2) the books, doctors or other autistic people enabling the journey towards diagnosis, (3) the many, mixed emotions that came from getting an autism diagnosis and (4) a strong desire to be accepted. All participants experienced bullying and felt different from others around them from an early age. Some participants were happy to receive their autism diagnosis, which made them understand themselves better, while others had mixed feelings – such as feeling hopeless because autism has no cure. Our findings are consistent with previous Western research. We also found some distinctive experiences from Japanese participants, who faced a significant amount of stigma, potentially because of negative attitudes towards autism/disability and Japanese social expectations and rules. Future research should focus on the needs of autistic people in Japan and work with them to increase understanding, awareness and acceptance of autism. En ligne : https://dx.doi.org/10.1177/13623613251355303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘I don’t think they understand the reality of autism’: The lived experiences of autistic adults in Japan [texte imprimé] / Nanami HARADA, Auteur ; Elizabeth PELLICANO, Auteur ; Shinichiro KUMAGAYA, Auteur ; Satsuki AYAYA, Auteur ; Kosuke ASADA, Auteur ; Atsushi SENJU, Auteur . - p.2715-2726. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2715-2726 Mots-clés : adults  autism spectrum disorders  qualitative research Index. décimale : PER Périodiques Résumé : Most autism research has been conducted in Western settings, which means that we know little about the lived experiences of autistic adults across a wide range of sociocultural contexts and countries. This study is, to our knowledge, the first to examine the lived experiences of autistic Japanese adults, eliciting their experiences of growing up autistic from their time at elementary school to the time of interview. We used semi-structured interviews with seven autistic Japanese adults, who had been clinically diagnosed in their 20s and 30s. Using reflexive thematic analysis, we identified four themes, including (1) people feeling different and misunderstood, (2) the books, doctors or other autistic people enabling the journey towards diagnosis, (3) the many and mixed emotions that emanated from the diagnosis and (4) a strong desire to be accepted. All interviewees experienced significant hardship throughout their lives, including a lack of acceptance of their diagnosis from their families. While this took its toll on the interviewees’ mental health, they desired to be understood by others and to address stigma. More efforts are needed to increase the knowledge, understanding and acceptance of autism in Japan through the lens of neurodiversity and with the input of the autistic community.Lay Abstract We know more and more about what it’s like to be autistic and autistic people’s experiences at school and at work. But most studies are from Western cultures, especially the United Kingdom and the United States, which means we know little about what it’s like to be autistic in other cultures, including East Asian cultures. In this study, for the first time, we investigated the life experiences from school to employment of Japanese autistic adults. We asked seven Japanese autistic adults, who had received their clinical diagnosis in their 20s and 30s, about their experiences from their own perspective. We found four major ideas or ‘themes’: (1) people feeling different and misunderstood, (2) the books, doctors or other autistic people enabling the journey towards diagnosis, (3) the many, mixed emotions that came from getting an autism diagnosis and (4) a strong desire to be accepted. All participants experienced bullying and felt different from others around them from an early age. Some participants were happy to receive their autism diagnosis, which made them understand themselves better, while others had mixed feelings – such as feeling hopeless because autism has no cure. Our findings are consistent with previous Western research. We also found some distinctive experiences from Japanese participants, who faced a significant amount of stigma, potentially because of negative attitudes towards autism/disability and Japanese social expectations and rules. Future research should focus on the needs of autistic people in Japan and work with them to increase understanding, awareness and acceptance of autism. En ligne : https://dx.doi.org/10.1177/13623613251355303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘I feel trapped in my safe clothes’: The impact of tactile hyper-sensitivity on autistic adults / Amanda FERRER KNIGHT in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2727-2740 Titre : ‘I feel trapped in my safe clothes’: The impact of tactile hyper-sensitivity on autistic adults Type de document : texte imprimé Auteurs : Amanda FERRER KNIGHT, Auteur ; Deirdre BIRTLES, Auteur Article en page(s) : p.2727-2740 Langues : Anglais (eng) Mots-clés : appearance  autism  clothing  self-esteem  sensory processing Index. décimale : PER Périodiques Résumé : Clothing-related tactile hyper-sensitivity has been frequently reported among autistic people, but research investigating how this affects autistic adults is limited. This mixed-methods study investigated the impact of clothing-related tactile hyper-sensitivity on autistic adults’ lives, focusing on appearance dissatisfaction, appearance awareness, self-esteem and self-expression through clothing. An online survey was completed by 86 autistic adults in the United Kingdom. Regression analysis revealed a significant predictive relationship between tactile hyper-sensitivity and appearance dissatisfaction. Moderation analysis revealed a significant negative relationship between tactile hyper-sensitivity and self-esteem, moderated by appearance dissatisfaction. Moderation of the relationship between appearance dissatisfaction and self-esteem by appearance awareness was not significant, but both appearance constructs were independent negative predictors of self-esteem. Three themes relating to the impacts of clothing-related tactile sensitivity were generated through thematic analysis of open-ended questions: ‘Negative consequences’, ‘Managing clothing-related tactile sensitivity’ and ‘The emotional value of clothing’. Altogether, the findings indicate that clothing-related tactile sensitivity is prevalent and can impact autistic adults’ appearance satisfaction, self-esteem, clothing options and choices, and self-expression through clothing. This highlights the need for a wider choice and availability of sensory-friendly clothing and further research exploring the diverse effects of tactile hyper-sensitivity on autistic people’s lives, including mental health outcomes and employment opportunities.Lay abstract Many autistic people experience strong reactions to sensory information, such as certain sounds or smells. Tactile hyper-sensitivity is the strong, negative reaction to touch. Previous research suggests autistic children experience tactile hyper-sensitivity towards clothing, such as disliking labels or seams touching them. However, little is known about tactile hyper-sensitivity towards clothing in autistic adults and how this affects how they see themselves, feel about their appearance and express themselves through clothing. This study explored this by asking 86 autistic adults in the United Kingdom to complete an online survey. The results showed that autistic adults with a higher level of tactile hypersensitivity are more likely to be dissatisfied with their appearance, and that higher tactile hyper-sensitivity is also linked to lower self-esteem among autistic adults who are unhappy with how they look. Autistic adults with greater awareness and dissatisfaction with their appearance were also found to have lower self-esteem. In addition, autistic adults shared with us that sensory sensitivity towards clothing can negatively affect how they feel physically and emotionally, and their ability to take part in activities such as formal social events. Autistic adults have different ways of managing this, such as buying multiple of the same sensory-friendly clothing item, inspecting clothes in shops before buying them and only wearing clothes that feel comfortable. Being able to wear clothes they like and that reflect who they are is important for many autistic adults; but difficulties finding comfortable clothing left some autistic adults feeling frustrated, unhappy with their appearance and less confident. Together, the findings suggest that access to sensory-friendly clothing is very important for autistic adults’ well-being. These findings are relevant for mental health professionals working with autistic adults, clothing brands and workplaces with a dress code or uniform. En ligne : https://dx.doi.org/10.1177/13623613251366882 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘I feel trapped in my safe clothes’: The impact of tactile hyper-sensitivity on autistic adults [texte imprimé] / Amanda FERRER KNIGHT, Auteur ; Deirdre BIRTLES, Auteur . - p.2727-2740. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2727-2740 Mots-clés : appearance  autism  clothing  self-esteem  sensory processing Index. décimale : PER Périodiques Résumé : Clothing-related tactile hyper-sensitivity has been frequently reported among autistic people, but research investigating how this affects autistic adults is limited. This mixed-methods study investigated the impact of clothing-related tactile hyper-sensitivity on autistic adults’ lives, focusing on appearance dissatisfaction, appearance awareness, self-esteem and self-expression through clothing. An online survey was completed by 86 autistic adults in the United Kingdom. Regression analysis revealed a significant predictive relationship between tactile hyper-sensitivity and appearance dissatisfaction. Moderation analysis revealed a significant negative relationship between tactile hyper-sensitivity and self-esteem, moderated by appearance dissatisfaction. Moderation of the relationship between appearance dissatisfaction and self-esteem by appearance awareness was not significant, but both appearance constructs were independent negative predictors of self-esteem. Three themes relating to the impacts of clothing-related tactile sensitivity were generated through thematic analysis of open-ended questions: ‘Negative consequences’, ‘Managing clothing-related tactile sensitivity’ and ‘The emotional value of clothing’. Altogether, the findings indicate that clothing-related tactile sensitivity is prevalent and can impact autistic adults’ appearance satisfaction, self-esteem, clothing options and choices, and self-expression through clothing. This highlights the need for a wider choice and availability of sensory-friendly clothing and further research exploring the diverse effects of tactile hyper-sensitivity on autistic people’s lives, including mental health outcomes and employment opportunities.Lay abstract Many autistic people experience strong reactions to sensory information, such as certain sounds or smells. Tactile hyper-sensitivity is the strong, negative reaction to touch. Previous research suggests autistic children experience tactile hyper-sensitivity towards clothing, such as disliking labels or seams touching them. However, little is known about tactile hyper-sensitivity towards clothing in autistic adults and how this affects how they see themselves, feel about their appearance and express themselves through clothing. This study explored this by asking 86 autistic adults in the United Kingdom to complete an online survey. The results showed that autistic adults with a higher level of tactile hypersensitivity are more likely to be dissatisfied with their appearance, and that higher tactile hyper-sensitivity is also linked to lower self-esteem among autistic adults who are unhappy with how they look. Autistic adults with greater awareness and dissatisfaction with their appearance were also found to have lower self-esteem. In addition, autistic adults shared with us that sensory sensitivity towards clothing can negatively affect how they feel physically and emotionally, and their ability to take part in activities such as formal social events. Autistic adults have different ways of managing this, such as buying multiple of the same sensory-friendly clothing item, inspecting clothes in shops before buying them and only wearing clothes that feel comfortable. Being able to wear clothes they like and that reflect who they are is important for many autistic adults; but difficulties finding comfortable clothing left some autistic adults feeling frustrated, unhappy with their appearance and less confident. Together, the findings suggest that access to sensory-friendly clothing is very important for autistic adults’ well-being. These findings are relevant for mental health professionals working with autistic adults, clothing brands and workplaces with a dress code or uniform. En ligne : https://dx.doi.org/10.1177/13623613251366882 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘I live with my emotions much better now’: A qualitative study of autistic adults’ subjective experience of dialectical behaviour therapy / Luisa WEINER in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2741-2755 Titre : ‘I live with my emotions much better now’: A qualitative study of autistic adults’ subjective experience of dialectical behaviour therapy Type de document : texte imprimé Auteurs : Luisa WEINER, Auteur ; Doha BEMMOUNA, Auteur Article en page(s) : p.2741-2755 Langues : Anglais (eng) Mots-clés : autism spectrum condition  dialectical behaviour therapy  emotion dysregulation  non-suicidal self-injury  qualitative analysis  suicidality Index. décimale : PER Périodiques Résumé : Many Autistic adults without intellectual disability experience emotion dysregulation, which is associated with non-suicidal self-injury and suicidal behaviour. Dialectical behaviour therapy has been shown to be feasible, acceptable and potentially effective is supporting Autistic adults without intellectual disability with improved emotion regulation. Since dialectical behaviour therapy research is in its early stages in the field of autism, it is crucial to better understand the subjective experience of Autistic adults who received dialectical behaviour therapy to improve its pertinence for this population. Twenty-two Autistic adults presenting with emotion dysregulation with non-suicidal self-injury and/or suicidal behaviour/ideation who received a comprehensive dialectical behaviour therapy were interviewed using a semi-structured approach. A reflexive thematic analysis was conducted. Three superordinate themes were identified from the thematic analysis: (1) dialectical behaviour therapy is highly useful, structured and demanding; (2) dialectical behaviour therapy leads to changes in emotion labelling, emotion regulation and relationships; and (3) self-acceptance and feeling empowered to handle life’s challenges. Ideas to foster the pertinence of dialectical behaviour therapy for Autistic adults were also collected. Our findings indicate that dialectical behaviour therapy was experienced as highly helpful despite the effort it requires. Participants reported changes in emotion experience, social relationships, self-concept and quality of life, probably due to increased emotion awareness, emotion control and self-regulation. Suggestions include the increased use of modelling to foster skills acquisition.Lay Abstract Many Autistic adults struggle with their emotion regulation. Dialectical behaviour therapy is the main therapy available to teach emotion regulation skills to people with this kind of struggle. Prior work has shown that dialectical behaviour therapy might be effective for Autistic people. Yet interest in dialectical behaviour therapy is new in the field of autism, so it is important to understand whether and how the therapy may help Autistic adults better live with their emotions. This article uses interviews conducted with 22 Autistic people following dialectical behaviour therapy. We outline several factors that might make dialectical behaviour therapy effective for Autistic people. For instance, dialectical behaviour therapy seems to help Autistic people better label and understand their emotions, but also accept and respect themselves. Nevertheless, dialectical behaviour therapy is demanding and some changes are suggested to improve the effects of dialectical behaviour therapy, such as providing a less intensive format to diminish fatigue. Our article provides evidence for the usefulness of dialectical behaviour therapy to help Autistic adults better deal with their emotions and improve their quality of life. Building from the experience of Autistic people, our study highlights the perceived benefits of dialectical behaviour therapy and the potential changes (e.g. reduction of text) to improve the utility of dialectical behaviour therapy for Autistic adults. En ligne : https://dx.doi.org/10.1177/13623613251348271 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘I live with my emotions much better now’: A qualitative study of autistic adults’ subjective experience of dialectical behaviour therapy [texte imprimé] / Luisa WEINER, Auteur ; Doha BEMMOUNA, Auteur . - p.2741-2755. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2741-2755 Mots-clés : autism spectrum condition  dialectical behaviour therapy  emotion dysregulation  non-suicidal self-injury  qualitative analysis  suicidality Index. décimale : PER Périodiques Résumé : Many Autistic adults without intellectual disability experience emotion dysregulation, which is associated with non-suicidal self-injury and suicidal behaviour. Dialectical behaviour therapy has been shown to be feasible, acceptable and potentially effective is supporting Autistic adults without intellectual disability with improved emotion regulation. Since dialectical behaviour therapy research is in its early stages in the field of autism, it is crucial to better understand the subjective experience of Autistic adults who received dialectical behaviour therapy to improve its pertinence for this population. Twenty-two Autistic adults presenting with emotion dysregulation with non-suicidal self-injury and/or suicidal behaviour/ideation who received a comprehensive dialectical behaviour therapy were interviewed using a semi-structured approach. A reflexive thematic analysis was conducted. Three superordinate themes were identified from the thematic analysis: (1) dialectical behaviour therapy is highly useful, structured and demanding; (2) dialectical behaviour therapy leads to changes in emotion labelling, emotion regulation and relationships; and (3) self-acceptance and feeling empowered to handle life’s challenges. Ideas to foster the pertinence of dialectical behaviour therapy for Autistic adults were also collected. Our findings indicate that dialectical behaviour therapy was experienced as highly helpful despite the effort it requires. Participants reported changes in emotion experience, social relationships, self-concept and quality of life, probably due to increased emotion awareness, emotion control and self-regulation. Suggestions include the increased use of modelling to foster skills acquisition.Lay Abstract Many Autistic adults struggle with their emotion regulation. Dialectical behaviour therapy is the main therapy available to teach emotion regulation skills to people with this kind of struggle. Prior work has shown that dialectical behaviour therapy might be effective for Autistic people. Yet interest in dialectical behaviour therapy is new in the field of autism, so it is important to understand whether and how the therapy may help Autistic adults better live with their emotions. This article uses interviews conducted with 22 Autistic people following dialectical behaviour therapy. We outline several factors that might make dialectical behaviour therapy effective for Autistic people. For instance, dialectical behaviour therapy seems to help Autistic people better label and understand their emotions, but also accept and respect themselves. Nevertheless, dialectical behaviour therapy is demanding and some changes are suggested to improve the effects of dialectical behaviour therapy, such as providing a less intensive format to diminish fatigue. Our article provides evidence for the usefulness of dialectical behaviour therapy to help Autistic adults better deal with their emotions and improve their quality of life. Building from the experience of Autistic people, our study highlights the perceived benefits of dialectical behaviour therapy and the potential changes (e.g. reduction of text) to improve the utility of dialectical behaviour therapy for Autistic adults. En ligne : https://dx.doi.org/10.1177/13623613251348271 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis / David Ariel SHER in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2756-2773 Titre : ‘It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis Type de document : texte imprimé Auteurs : David Ariel SHER, Auteur ; Nicole Wendy SHER, Auteur ; Jenny L GIBSON, Auteur ; Hannah Ella SHER, Auteur Article en page(s) : p.2756-2773 Langues : Anglais (eng) Mots-clés : autism  autistic  bilingualism  Hebrew  Jewish  qualitative Index. décimale : PER Périodiques Résumé : Over half the world’s population are bilingual. Despite this, practitioners often advise parents of autistic children to teach their child one dominant national language and limit their child’s exposure to community languages. Limited research with autistic children’s carers has shown that this monolingual approach impoverishes children’s experiences in communal, familial, religious, and social contexts. There is very little research on this topic from the first-person perspectives of autistic children themselves. There is no research exploring the perspectives of Hebrew-English bilingual autistic children. This study aimed to explore the perspectives and experiences of autistic children on Hebrew-English bilingualism. In accord with the interpretative phenomenological analysis (IPA) methodological framework, semi-structured interviews were conducted to explore the experiences of 13 Hebrew-English bilingual autistic children. The IPA clustering process resulted in two overarching group experiential themes (GETs). The first GET was ‘Bilingualism aids religious, educational, and social integration and connection’. The second GET was ‘Preference of bilingualism and dislike of monolingual approach’. Recommendations include training for practitioners regarding potential positive outcomes of bilingualism, alongside the way their advice to adopt a monolingual approach impacts upon autistic children. We also argue the importance of autistic children’s views being considered whenever bilingual decision-making is made.Lay abstract Over half the world’s population speak two or more languages. Despite this, practitioners often advise parents of autistic children to teach their child one main national language and not expose their child to additional community languages. Limited research with autistic children’s carers has shown that this approach negatively impacts autistic children’s communal, family, religious, and social experiences. There is very little research on this topic from the first-hand perspectives of autistic children themselves. There is no research exploring the perspectives of autistic children who speak both Hebrew and English. This study aimed to explore the views of autistic children who have ability in the Hebrew and English languages. Using the interpretative phenomenological analysis (IPA) research approach, we conducted interviews to explore the experiences of 13 autistic children who have ability in both the Hebrew and English languages. The research resulted in two overarching themes. The first theme was ‘Bilingualism aids religious, educational, and social integration and connection’. The second theme was ‘Preference of bilingualism, and dislike of monolingual approach’. Our recommendations include training practitioners to be more aware of the way the advice they give for autistic children to only learn one language can negatively impact autistic children. We also argue that whenever decision-making about an autistic child learning two or more languages is made, autistic children’s views should be considered. En ligne : https://dx.doi.org/10.1177/13623613251367244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis [texte imprimé] / David Ariel SHER, Auteur ; Nicole Wendy SHER, Auteur ; Jenny L GIBSON, Auteur ; Hannah Ella SHER, Auteur . - p.2756-2773. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2756-2773 Mots-clés : autism  autistic  bilingualism  Hebrew  Jewish  qualitative Index. décimale : PER Périodiques Résumé : Over half the world’s population are bilingual. Despite this, practitioners often advise parents of autistic children to teach their child one dominant national language and limit their child’s exposure to community languages. Limited research with autistic children’s carers has shown that this monolingual approach impoverishes children’s experiences in communal, familial, religious, and social contexts. There is very little research on this topic from the first-person perspectives of autistic children themselves. There is no research exploring the perspectives of Hebrew-English bilingual autistic children. This study aimed to explore the perspectives and experiences of autistic children on Hebrew-English bilingualism. In accord with the interpretative phenomenological analysis (IPA) methodological framework, semi-structured interviews were conducted to explore the experiences of 13 Hebrew-English bilingual autistic children. The IPA clustering process resulted in two overarching group experiential themes (GETs). The first GET was ‘Bilingualism aids religious, educational, and social integration and connection’. The second GET was ‘Preference of bilingualism and dislike of monolingual approach’. Recommendations include training for practitioners regarding potential positive outcomes of bilingualism, alongside the way their advice to adopt a monolingual approach impacts upon autistic children. We also argue the importance of autistic children’s views being considered whenever bilingual decision-making is made.Lay abstract Over half the world’s population speak two or more languages. Despite this, practitioners often advise parents of autistic children to teach their child one main national language and not expose their child to additional community languages. Limited research with autistic children’s carers has shown that this approach negatively impacts autistic children’s communal, family, religious, and social experiences. There is very little research on this topic from the first-hand perspectives of autistic children themselves. There is no research exploring the perspectives of autistic children who speak both Hebrew and English. This study aimed to explore the views of autistic children who have ability in the Hebrew and English languages. Using the interpretative phenomenological analysis (IPA) research approach, we conducted interviews to explore the experiences of 13 autistic children who have ability in both the Hebrew and English languages. The research resulted in two overarching themes. The first theme was ‘Bilingualism aids religious, educational, and social integration and connection’. The second theme was ‘Preference of bilingualism, and dislike of monolingual approach’. Our recommendations include training practitioners to be more aware of the way the advice they give for autistic children to only learn one language can negatively impact autistic children. We also argue that whenever decision-making about an autistic child learning two or more languages is made, autistic children’s views should be considered. En ligne : https://dx.doi.org/10.1177/13623613251367244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

“It fostered a greater appreciation for my little corner of the world”: A feasibility study of a therapeutic photography intervention for the well-being of autistic youth / Marina CHARALAMPOPOULOU in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2774-2790 Titre : “It fostered a greater appreciation for my little corner of the world”: A feasibility study of a therapeutic photography intervention for the well-being of autistic youth Type de document : texte imprimé Auteurs : Marina CHARALAMPOPOULOU, Auteur ; Alaa IBRAHIM, Auteur ; Heather PRIME, Auteur ; Nicole EDDY, Auteur ; Larissa PANETTA, Auteur ; Heather BROWN, Auteur ; Shital DESAI, Auteur ; Kylie GRAY, Auteur ; Meng-Chuan LAI, Auteur ; Peter E. LANGDON, Auteur ; Yona LUNSKY, Auteur ; Carly MCMORRIS, Auteur ; Paul RITVO, Auteur ; Kate TILLECZEK, Auteur ; Ami TINT, Auteur ; Jonathan A. WEISS, Auteur Article en page(s) : p.2774-2790 Langues : Anglais (eng) Mots-clés : accessible interventions  autistic youth  eudaimonia  hedonia  participatory intervention development  positive well-being interventions  therapeutic photography Index. décimale : PER Périodiques Résumé : Research and intervention efforts for autistic people have disproportionately focused on negative mental health. This has resulted in a shortage of interventions addressing the promotion of positive emotional (hedonic) and psychological (eudaimonic) states. Therapeutic photography, which refers to self-initiated photo-taking paired with mindful reflections of the photographs, has the potential to provide an accessible and scalable approach to promote positive mental health for autistic people. This study employed a mixed-methods design to investigate the development and feasibility of a novel therapeutic photography intervention intended to promote hedonic and eudaimonic well-being among autistic youth. Forty-one autistic youth between 16 and 25 years of age were recruited. Findings indicated that therapeutic photography was a feasible intervention in terms of demand, implementation, acceptability, and practicality. There was also preliminary evidence suggesting that therapeutic photography may be a promising intervention for the promotion of different aspects of hedonic and eudaimonic well-being. Suggestions for future intervention adaptations to better address the needs of autistic youth are also featured.Lay Abstract Using Photography to Increase the Well-Being in Autistic YouthPast research has mostly focused on the challenges and negative mental health experiences of autistic young people, leading to a lack of strategies aimed at increasing positive emotions and experiences. To address this gap in the literature, we developed a therapeutic photography intervention that aimed to increase positive aspects of well-being for autistic youth. With the help of two autistic advisors, we recruited 41 autistic people, between the ages of 16 and 25 years, and asked them to take photos of positive experiences and write short reflections about their photos, for the duration of 4 weeks. We then asked participants about the benefits and challenges of the intervention. We also asked participants about any challenges they had in engaging with therapeutic photography and any changes and additional supports they would recommend for the intervention. Our results showed that autistic young people found the intervention to be interesting, doable, acceptable, and practical. We also found some evidence for the potential benefits of the intervention for the well-being of autistic youth. Participants had different ideas for adapting the design of the intervention to better meet the needs of autistic youth in the future. En ligne : https://dx.doi.org/10.1177/13623613251359196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “It fostered a greater appreciation for my little corner of the world”: A feasibility study of a therapeutic photography intervention for the well-being of autistic youth [texte imprimé] / Marina CHARALAMPOPOULOU, Auteur ; Alaa IBRAHIM, Auteur ; Heather PRIME, Auteur ; Nicole EDDY, Auteur ; Larissa PANETTA, Auteur ; Heather BROWN, Auteur ; Shital DESAI, Auteur ; Kylie GRAY, Auteur ; Meng-Chuan LAI, Auteur ; Peter E. LANGDON, Auteur ; Yona LUNSKY, Auteur ; Carly MCMORRIS, Auteur ; Paul RITVO, Auteur ; Kate TILLECZEK, Auteur ; Ami TINT, Auteur ; Jonathan A. WEISS, Auteur . - p.2774-2790. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2774-2790 Mots-clés : accessible interventions  autistic youth  eudaimonia  hedonia  participatory intervention development  positive well-being interventions  therapeutic photography Index. décimale : PER Périodiques Résumé : Research and intervention efforts for autistic people have disproportionately focused on negative mental health. This has resulted in a shortage of interventions addressing the promotion of positive emotional (hedonic) and psychological (eudaimonic) states. Therapeutic photography, which refers to self-initiated photo-taking paired with mindful reflections of the photographs, has the potential to provide an accessible and scalable approach to promote positive mental health for autistic people. This study employed a mixed-methods design to investigate the development and feasibility of a novel therapeutic photography intervention intended to promote hedonic and eudaimonic well-being among autistic youth. Forty-one autistic youth between 16 and 25 years of age were recruited. Findings indicated that therapeutic photography was a feasible intervention in terms of demand, implementation, acceptability, and practicality. There was also preliminary evidence suggesting that therapeutic photography may be a promising intervention for the promotion of different aspects of hedonic and eudaimonic well-being. Suggestions for future intervention adaptations to better address the needs of autistic youth are also featured.Lay Abstract Using Photography to Increase the Well-Being in Autistic YouthPast research has mostly focused on the challenges and negative mental health experiences of autistic young people, leading to a lack of strategies aimed at increasing positive emotions and experiences. To address this gap in the literature, we developed a therapeutic photography intervention that aimed to increase positive aspects of well-being for autistic youth. With the help of two autistic advisors, we recruited 41 autistic people, between the ages of 16 and 25 years, and asked them to take photos of positive experiences and write short reflections about their photos, for the duration of 4 weeks. We then asked participants about the benefits and challenges of the intervention. We also asked participants about any challenges they had in engaging with therapeutic photography and any changes and additional supports they would recommend for the intervention. Our results showed that autistic young people found the intervention to be interesting, doable, acceptable, and practical. We also found some evidence for the potential benefits of the intervention for the well-being of autistic youth. Participants had different ideas for adapting the design of the intervention to better meet the needs of autistic youth in the future. En ligne : https://dx.doi.org/10.1177/13623613251359196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘Picking the best of a bad bunch’: Exploring stakeholder perspectives of self-harm assessment tools for autistic adults / Victoria NEWELL in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2791-2803 Titre : ‘Picking the best of a bad bunch’: Exploring stakeholder perspectives of self-harm assessment tools for autistic adults Type de document : texte imprimé Auteurs : Victoria NEWELL, Auteur ; Caroline RICHARDS, Auteur ; Sarah CASSIDY, Auteur Article en page(s) : p.2791-2803 Langues : Anglais (eng) Mots-clés : autism  measurement  self-harm  non-suicidal self-injury  stakeholders Index. décimale : PER Périodiques Résumé : Autistic people are at greater risk of self-harm than non-autistic people, yet no tools exist specifically for assessing self-harm in this population. We therefore conducted two focus groups with autistic adults (n = 5) and professionals (n = 4) to examine their perspectives on three existing self-harm assessment tools (Non-Suicidal Self-Injury – Assessment Tool, Inventory of Statements About Self-Injury and Questionnaire for Non-Suicidal Self-Injury). Using a reflexive thematic analysis, we found one overarching theme – ‘picking the best of a bad bunch’ – where participants acknowledged some strengths of the tools, but multiple limitations outweighed these. Subthemes included cognitive considerations (e.g. complexity, length, working memory demands, introspection), missing elements (e.g. broader self-harm behaviours, functions, context, support) and challenges in conceptualising self-harm, particularly around intentionality and stimming. Participants also stressed the importance of addressing stigma, considering co-occurring conditions like attention-deficit hyperactivity disorder and intellectual disabilities and upholding a duty of care. Overall, findings show that existing self-harm assessment tools are not appropriate or acceptable for autistic adults who self-harm, indicating a clear need for a new self-harm assessment tool developed with and for autistic people.Lay abstract The perspectives of autistic adults and professionals on existing self-harm assessment toolsSelf-harm is defined as when someone intentionally hurts or poisons themselves, regardless of the reason. This can include suicide attempts as well as behaviours such as cutting, hitting or burning as a way to express or manage difficult feelings. Concerningly, autistic people are more likely to self-harm than non-autistic people, but there are currently no tools specifically designed to assess self-harm in this group. This makes it harder for researchers and service providers to identify autistic people who self-harm and offer the right support or treatment. Previous studies have suggested that three existing self-harm assessment tools could be adapted for autistic people, but it is unclear what autistic adults and professionals think about these tools. We conducted two focus groups: one with autistic adults who have self-harmed and another with professionals who work with autistic people who self-harm. Both groups felt that none of the three tools were suitable for autistic people. They explained that some questions might be harder for autistic people to answer, such as those requiring them to remember specific details or identify their emotions. They also noted the tools missed out on important aspects of the autistic experience, like managing sensory and social overload. Both groups highlighted that self-harm is complex and discussed the overlap with behaviours such as stimming (e.g. repetitive movements or sounds). They emphasised the importance of a supportive approach to self-harm that considers the role of co-occurring conditions, like attention-deficit hyperactivity disorder (ADHD) or intellectual disabilities, and ensures researchers and professionals prioritise participant safety. These findings suggest that instead of adapting existing tools, a new one should be developed specifically with and for autistic people. A tailored tool could help identify self-harm earlier and lead to better support for autistic adults. En ligne : https://dx.doi.org/10.1177/13623613251348555 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘Picking the best of a bad bunch’: Exploring stakeholder perspectives of self-harm assessment tools for autistic adults [texte imprimé] / Victoria NEWELL, Auteur ; Caroline RICHARDS, Auteur ; Sarah CASSIDY, Auteur . - p.2791-2803. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2791-2803 Mots-clés : autism  measurement  self-harm  non-suicidal self-injury  stakeholders Index. décimale : PER Périodiques Résumé : Autistic people are at greater risk of self-harm than non-autistic people, yet no tools exist specifically for assessing self-harm in this population. We therefore conducted two focus groups with autistic adults (n = 5) and professionals (n = 4) to examine their perspectives on three existing self-harm assessment tools (Non-Suicidal Self-Injury – Assessment Tool, Inventory of Statements About Self-Injury and Questionnaire for Non-Suicidal Self-Injury). Using a reflexive thematic analysis, we found one overarching theme – ‘picking the best of a bad bunch’ – where participants acknowledged some strengths of the tools, but multiple limitations outweighed these. Subthemes included cognitive considerations (e.g. complexity, length, working memory demands, introspection), missing elements (e.g. broader self-harm behaviours, functions, context, support) and challenges in conceptualising self-harm, particularly around intentionality and stimming. Participants also stressed the importance of addressing stigma, considering co-occurring conditions like attention-deficit hyperactivity disorder and intellectual disabilities and upholding a duty of care. Overall, findings show that existing self-harm assessment tools are not appropriate or acceptable for autistic adults who self-harm, indicating a clear need for a new self-harm assessment tool developed with and for autistic people.Lay abstract The perspectives of autistic adults and professionals on existing self-harm assessment toolsSelf-harm is defined as when someone intentionally hurts or poisons themselves, regardless of the reason. This can include suicide attempts as well as behaviours such as cutting, hitting or burning as a way to express or manage difficult feelings. Concerningly, autistic people are more likely to self-harm than non-autistic people, but there are currently no tools specifically designed to assess self-harm in this group. This makes it harder for researchers and service providers to identify autistic people who self-harm and offer the right support or treatment. Previous studies have suggested that three existing self-harm assessment tools could be adapted for autistic people, but it is unclear what autistic adults and professionals think about these tools. We conducted two focus groups: one with autistic adults who have self-harmed and another with professionals who work with autistic people who self-harm. Both groups felt that none of the three tools were suitable for autistic people. They explained that some questions might be harder for autistic people to answer, such as those requiring them to remember specific details or identify their emotions. They also noted the tools missed out on important aspects of the autistic experience, like managing sensory and social overload. Both groups highlighted that self-harm is complex and discussed the overlap with behaviours such as stimming (e.g. repetitive movements or sounds). They emphasised the importance of a supportive approach to self-harm that considers the role of co-occurring conditions, like attention-deficit hyperactivity disorder (ADHD) or intellectual disabilities, and ensures researchers and professionals prioritise participant safety. These findings suggest that instead of adapting existing tools, a new one should be developed specifically with and for autistic people. A tailored tool could help identify self-harm earlier and lead to better support for autistic adults. En ligne : https://dx.doi.org/10.1177/13623613251348555 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents / Jia WHITE in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2804-2817 Titre : ‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents Type de document : texte imprimé Auteurs : Jia WHITE, Auteur ; Sarah MCGARRY, Auteur ; P John WILLIAMS, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : p.2804-2817 Langues : Anglais (eng) Mots-clés : autism  high school students  neurodiversity  strengths-based approach Index. décimale : PER Périodiques Résumé : Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents’ voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students.Lay abstract This study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students’ strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world. En ligne : https://dx.doi.org/10.1177/13623613251348557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents [texte imprimé] / Jia WHITE, Auteur ; Sarah MCGARRY, Auteur ; P John WILLIAMS, Auteur ; Melissa H. BLACK, Auteur . - p.2804-2817. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2804-2817 Mots-clés : autism  high school students  neurodiversity  strengths-based approach Index. décimale : PER Périodiques Résumé : Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents’ voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students.Lay abstract This study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students’ strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world. En ligne : https://dx.doi.org/10.1177/13623613251348557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

‘You feel part of something bigger’: Stakeholders’ experiences of a long-term community–academic participatory research partnership / Elizabeth PELLICANO in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2818-2831 Titre : ‘You feel part of something bigger’: Stakeholders’ experiences of a long-term community–academic participatory research partnership Type de document : texte imprimé Auteurs : Elizabeth PELLICANO, Auteur ; Catherine A BENT, Auteur ; Teresa IACONO, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.2818-2831 Langues : Anglais (eng) Mots-clés : community–academic partnership  community engagement  early intervention  early years  participatory research  service evaluation Index. décimale : PER Périodiques Résumé : Many community–academic partnerships are established to conduct meaningful research and practice. Yet, little is written about their sustainability and what does exist suggests that effective partnerships are hard to sustain. In this study, we sought insights into what might support successful, enduring community–academic partnerships focused on early childhood autism service provision. We conducted semi-structured interviews and focus groups with 30 staff connected to a university-based early childhood service in education, allied health, management, and research roles, who had been involved in a decade-long community–academic partnership. We analysed the data using reflexive thematic analysis adopting an inductive approach. We identified three key themes. Staff shared strong values and commitments towards inclusive practice and evidence-based practice, which were embedded in the ethos of the partnership (Theme 1). They reported tangible, mutual benefits from working in partnership, with gains in learning and confidence supporting autistic children and families (Theme 2). Interviewees also highlighted the importance of strong equitable relationships, open communication, and fair processes, even if these were not always straightforward to achieve (Theme 3). These insights illustrate the value of ongoing monitoring of community–academic partnerships seeking to inform autism research programmes, policies and practices, while also building sustained community capacity.Lay Abstract When academic researchers work in partnership with community members, the research that gets done is usually more meaningful to people’s everyday lives. But these ‘community–academic partnerships’ can be difficult to set up, and even more difficult to keep going. In this project, we wanted to know what factors help to support the success of long-term community–academic partnerships, specifically for early childhood autism services. We spoke in depth to 30 staff connected to a university-based early childhood service, including early childhood educators, allied health professionals (psychologists, speech pathologists, occupational therapists), people managing the service and researchers. All had been involved in a community–research partnership that had been going on for a decade. Two researchers independent of the service led the interviews and analysis, looking for patterns in participants’ responses. We identified three main ideas or ‘themes’. Staff spoke of their strong values and commitments towards inclusive practice and evidence-based practice, which were shared among those within the partnership (Theme 1). They felt they had learned a lot from being involved in the partnership and had gained confidence supporting autistic children and families (Theme 2). Above all, though, they spoke of how the relationships within the partnership really mattered to making it a success. They emphasised the importance of trust, good communication and fair processes – but also noted that these things were not always achievable (Theme 3). These findings help us understand how researchers and community members can work effectively together to bring lasting benefits to autism research and services, and to the community more broadly. En ligne : https://dx.doi.org/10.1177/13623613251348485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] ‘You feel part of something bigger’: Stakeholders’ experiences of a long-term community–academic participatory research partnership [texte imprimé] / Elizabeth PELLICANO, Auteur ; Catherine A BENT, Auteur ; Teresa IACONO, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur . - p.2818-2831. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2818-2831 Mots-clés : community–academic partnership  community engagement  early intervention  early years  participatory research  service evaluation Index. décimale : PER Périodiques Résumé : Many community–academic partnerships are established to conduct meaningful research and practice. Yet, little is written about their sustainability and what does exist suggests that effective partnerships are hard to sustain. In this study, we sought insights into what might support successful, enduring community–academic partnerships focused on early childhood autism service provision. We conducted semi-structured interviews and focus groups with 30 staff connected to a university-based early childhood service in education, allied health, management, and research roles, who had been involved in a decade-long community–academic partnership. We analysed the data using reflexive thematic analysis adopting an inductive approach. We identified three key themes. Staff shared strong values and commitments towards inclusive practice and evidence-based practice, which were embedded in the ethos of the partnership (Theme 1). They reported tangible, mutual benefits from working in partnership, with gains in learning and confidence supporting autistic children and families (Theme 2). Interviewees also highlighted the importance of strong equitable relationships, open communication, and fair processes, even if these were not always straightforward to achieve (Theme 3). These insights illustrate the value of ongoing monitoring of community–academic partnerships seeking to inform autism research programmes, policies and practices, while also building sustained community capacity.Lay Abstract When academic researchers work in partnership with community members, the research that gets done is usually more meaningful to people’s everyday lives. But these ‘community–academic partnerships’ can be difficult to set up, and even more difficult to keep going. In this project, we wanted to know what factors help to support the success of long-term community–academic partnerships, specifically for early childhood autism services. We spoke in depth to 30 staff connected to a university-based early childhood service, including early childhood educators, allied health professionals (psychologists, speech pathologists, occupational therapists), people managing the service and researchers. All had been involved in a community–research partnership that had been going on for a decade. Two researchers independent of the service led the interviews and analysis, looking for patterns in participants’ responses. We identified three main ideas or ‘themes’. Staff spoke of their strong values and commitments towards inclusive practice and evidence-based practice, which were shared among those within the partnership (Theme 1). They felt they had learned a lot from being involved in the partnership and had gained confidence supporting autistic children and families (Theme 2). Above all, though, they spoke of how the relationships within the partnership really mattered to making it a success. They emphasised the importance of trust, good communication and fair processes – but also noted that these things were not always achievable (Theme 3). These findings help us understand how researchers and community members can work effectively together to bring lasting benefits to autism research and services, and to the community more broadly. En ligne : https://dx.doi.org/10.1177/13623613251348485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

A longitudinal evaluation of gastrointestinal symptoms in children with autism spectrum disorder / Bibiana RESTREPO in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2832-2845 Titre : A longitudinal evaluation of gastrointestinal symptoms in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Bibiana RESTREPO, Auteur ; Sandra L TAYLOR, Auteur ; Matthew DOMINIC PONZINI, Auteur ; Kathleen ANGKUSTSIRI, Auteur ; Marjorie SOLOMON, Auteur ; Sally J ROGERS, Auteur ; Paul ASHWOOD, Auteur ; Daphne S SAY, Auteur ; Sonny CACERES, Auteur ; Shayan ALAVYNEJAD, Auteur ; Brianna HEATH, Auteur ; David G AMARAL, Auteur ; Christine WU NORDAHL, Auteur Article en page(s) : p.2832-2845 Langues : Anglais (eng) Mots-clés : chronic GI  GI dysfunction  GI issues  GI symptoms  impaired behavior  longitudinal  medical problems Index. décimale : PER Périodiques Résumé : Gastrointestinal symptoms are frequently reported in children diagnosed with autism spectrum disorder. This study sought to determine the longitudinal trajectory of gastrointestinal symptoms without a medical etiology in children with autism compared to similar aged participants with typical development. A total of 475 children enrolled in this longitudinal study (322 autism spectrum disorder and 153 typical development groups) were evaluated at up to three time points between 2 and 12 years of age. Nine common gastrointestinal symptoms and formal medical gastrointestinal diagnosis were assessed using a physician-administered parent interview. A rigorous symptom classification was performed by physicians via clinical consensus. The frequency and persistence of gastrointestinal symptoms across childhood were compared between groups. Associations between gastrointestinal symptoms and measures of internalizing and externalizing behaviors, sleep problems, sensory problems, restricted and repetitive behaviors, and social communication were also evaluated. Children with autism presented with more gastrointestinal symptoms at each time point, and they were also more likely to experience multiple and persistent gastrointestinal symptoms. The presence and number of gastrointestinal symptoms were associated with greater impairment in internalizing behaviors, sleep, communication, sensory processing, and repetitive behaviors. Participants in the autism spectrum disorder group reported more gastrointestinal symptoms without known etiology throughout childhood in this longitudinal well-characterized sample.Lay Abstract Children with autism have been found to experience more medical issues including gastrointestinal symptoms. In this study, participants in the autism group were more likely to experience gastrointestinal symptoms than their typically developing peers. They were also more likely to experience multiple gastrointestinal symptoms at the same time and more likely to have persistent gastrointestinal symptoms throughout their childhood. Increased gastrointestinal symptoms were associated with more challenges with sleep, communication, sensory processing, and repetitive behaviors. Clinicians and parents should become more aware of the high occurrence of gastrointestinal problems in children with autism. If identified, these symptoms are often treatable which may improve their well-being. En ligne : https://dx.doi.org/10.1177/13623613251362349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] A longitudinal evaluation of gastrointestinal symptoms in children with autism spectrum disorder [texte imprimé] / Bibiana RESTREPO, Auteur ; Sandra L TAYLOR, Auteur ; Matthew DOMINIC PONZINI, Auteur ; Kathleen ANGKUSTSIRI, Auteur ; Marjorie SOLOMON, Auteur ; Sally J ROGERS, Auteur ; Paul ASHWOOD, Auteur ; Daphne S SAY, Auteur ; Sonny CACERES, Auteur ; Shayan ALAVYNEJAD, Auteur ; Brianna HEATH, Auteur ; David G AMARAL, Auteur ; Christine WU NORDAHL, Auteur . - p.2832-2845. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2832-2845 Mots-clés : chronic GI  GI dysfunction  GI issues  GI symptoms  impaired behavior  longitudinal  medical problems Index. décimale : PER Périodiques Résumé : Gastrointestinal symptoms are frequently reported in children diagnosed with autism spectrum disorder. This study sought to determine the longitudinal trajectory of gastrointestinal symptoms without a medical etiology in children with autism compared to similar aged participants with typical development. A total of 475 children enrolled in this longitudinal study (322 autism spectrum disorder and 153 typical development groups) were evaluated at up to three time points between 2 and 12 years of age. Nine common gastrointestinal symptoms and formal medical gastrointestinal diagnosis were assessed using a physician-administered parent interview. A rigorous symptom classification was performed by physicians via clinical consensus. The frequency and persistence of gastrointestinal symptoms across childhood were compared between groups. Associations between gastrointestinal symptoms and measures of internalizing and externalizing behaviors, sleep problems, sensory problems, restricted and repetitive behaviors, and social communication were also evaluated. Children with autism presented with more gastrointestinal symptoms at each time point, and they were also more likely to experience multiple and persistent gastrointestinal symptoms. The presence and number of gastrointestinal symptoms were associated with greater impairment in internalizing behaviors, sleep, communication, sensory processing, and repetitive behaviors. Participants in the autism spectrum disorder group reported more gastrointestinal symptoms without known etiology throughout childhood in this longitudinal well-characterized sample.Lay Abstract Children with autism have been found to experience more medical issues including gastrointestinal symptoms. In this study, participants in the autism group were more likely to experience gastrointestinal symptoms than their typically developing peers. They were also more likely to experience multiple gastrointestinal symptoms at the same time and more likely to have persistent gastrointestinal symptoms throughout their childhood. Increased gastrointestinal symptoms were associated with more challenges with sleep, communication, sensory processing, and repetitive behaviors. Clinicians and parents should become more aware of the high occurrence of gastrointestinal problems in children with autism. If identified, these symptoms are often treatable which may improve their well-being. En ligne : https://dx.doi.org/10.1177/13623613251362349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Associations between emotion and behavior codes and ADOS-2 scores in a sample of children referred for autism evaluation / Rebecca W LIEB in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2846-2857 Titre : Associations between emotion and behavior codes and ADOS-2 scores in a sample of children referred for autism evaluation Type de document : texte imprimé Auteurs : Rebecca W LIEB, Auteur ; Luther G KALB, Auteur ; Rachel REETZKE, Auteur ; Natasha N LUDWIG, Auteur ; Christina E LOVE, Auteur ; Rowena NG, Auteur ; Danielle WEXLER, Auteur ; Allison E GORNIK, Auteur ; Calliope HOLINGUE, Auteur ; Ji Su HONG, Auteur Article en page(s) : p.2846-2857 Langues : Anglais (eng) Mots-clés : ADOS-2  assessment  autism  autism spectrum disorder  clinician ratings  E codes  emotional and behavioral problems Index. décimale : PER Périodiques Résumé : While the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) is considered a “reference standard” measure to observe symptoms of autism spectrum disorder (ASD), little is known about the utility of its Other Abnormal Behaviors or “E codes.” This study investigated the unique influence of each E code (overactivity, disruptive behavior, anxiety) on ADOS-2 scoring. Data from ADOS-2 administrations (Modules 1, 2, 3) were collected from 3364 children (mean age = 6.73 years) at an outpatient ASD clinic. For those with ASD, ADOS-2 Calibrated Severity Scores (CSS) were descriptively higher for those with overactivity and disruptive behavior, but lower for those with anxiety. For those without ASD, no patterns emerged when comparing means. After controlling for age, sex, and language level, multivariable linear models indicated the presence of overactivity was significantly associated with increased CSS for children with ASD compared to those without. No significant interaction was present for disruptive behavior. The presence of anxiety was significantly associated with increased Social Affect CSS only for those without ASD. All effect sizes were small. This is one of the first studies to evaluate the effect of each individual E code on ADOS-2 CSS. Unique differences emerged across diagnostic groups, suggesting implications for ADOS-2 interpretation.Lay Summary The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) is a common assessment tool used during an autism evaluation. As part of the ADOS-2, the examiner rates “E codes,” which are levels of hyperactivity, disruptive behavior, and anxiety during testing. These codes are not part of the final ADOS-2 score. While there is a lot of research on the ADOS-2, less is known about these E codes. This study looked at how the E codes might affect the final ADOS-2 scoring. Information came from 3364 in-person autism assessments (average age = 6.73 years) who were evaluated at an autism specialty clinic. For autistic children, ADOS-2 scores were higher (i.e. more autism-related behaviors) for those with overactivity and disruptive behavior, but lower for those with anxiety. For those without autism, there was no pattern. After accounting for the child’s age, sex, and language level, there were unique results for each E code, depending on whether the child received an autism diagnosis. This study is important as it is one of the first to evaluate the effects of each E code on ADOS-2 scores and could impact how scores are interpreted when considering an autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613251355231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Associations between emotion and behavior codes and ADOS-2 scores in a sample of children referred for autism evaluation [texte imprimé] / Rebecca W LIEB, Auteur ; Luther G KALB, Auteur ; Rachel REETZKE, Auteur ; Natasha N LUDWIG, Auteur ; Christina E LOVE, Auteur ; Rowena NG, Auteur ; Danielle WEXLER, Auteur ; Allison E GORNIK, Auteur ; Calliope HOLINGUE, Auteur ; Ji Su HONG, Auteur . - p.2846-2857. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2846-2857 Mots-clés : ADOS-2  assessment  autism  autism spectrum disorder  clinician ratings  E codes  emotional and behavioral problems Index. décimale : PER Périodiques Résumé : While the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) is considered a “reference standard” measure to observe symptoms of autism spectrum disorder (ASD), little is known about the utility of its Other Abnormal Behaviors or “E codes.” This study investigated the unique influence of each E code (overactivity, disruptive behavior, anxiety) on ADOS-2 scoring. Data from ADOS-2 administrations (Modules 1, 2, 3) were collected from 3364 children (mean age = 6.73 years) at an outpatient ASD clinic. For those with ASD, ADOS-2 Calibrated Severity Scores (CSS) were descriptively higher for those with overactivity and disruptive behavior, but lower for those with anxiety. For those without ASD, no patterns emerged when comparing means. After controlling for age, sex, and language level, multivariable linear models indicated the presence of overactivity was significantly associated with increased CSS for children with ASD compared to those without. No significant interaction was present for disruptive behavior. The presence of anxiety was significantly associated with increased Social Affect CSS only for those without ASD. All effect sizes were small. This is one of the first studies to evaluate the effect of each individual E code on ADOS-2 CSS. Unique differences emerged across diagnostic groups, suggesting implications for ADOS-2 interpretation.Lay Summary The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) is a common assessment tool used during an autism evaluation. As part of the ADOS-2, the examiner rates “E codes,” which are levels of hyperactivity, disruptive behavior, and anxiety during testing. These codes are not part of the final ADOS-2 score. While there is a lot of research on the ADOS-2, less is known about these E codes. This study looked at how the E codes might affect the final ADOS-2 scoring. Information came from 3364 in-person autism assessments (average age = 6.73 years) who were evaluated at an autism specialty clinic. For autistic children, ADOS-2 scores were higher (i.e. more autism-related behaviors) for those with overactivity and disruptive behavior, but lower for those with anxiety. For those without autism, there was no pattern. After accounting for the child’s age, sex, and language level, there were unique results for each E code, depending on whether the child received an autism diagnosis. This study is important as it is one of the first to evaluate the effects of each E code on ADOS-2 scores and could impact how scores are interpreted when considering an autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613251355231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Autism ableism seen through research abstract contents: A mixed-methods analysis of language in NIH-funded genetic and genomic autism research / Nicola SUGDEN in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2858-2871 Titre : Autism ableism seen through research abstract contents: A mixed-methods analysis of language in NIH-funded genetic and genomic autism research Type de document : texte imprimé Auteurs : Nicola SUGDEN, Auteur ; Lily S BARNA, Auteur ; Kaylee FOOR, Auteur ; John KEE, Auteur ; Chris GUNTER, Auteur Article en page(s) : p.2858-2871 Langues : Anglais (eng) Mots-clés : autistic identity topics  genetics  qualitative research  thematic analysis methods Index. décimale : PER Périodiques Résumé : In recent years, genetic and genomic autism research has come under increasing scrutiny, moving to the center of debates about ableism, neurodiversity, autism acceptance, and the future of research and care. At the same time, both autism research and genetics and genomics research have, as fields, begun to reckon with the significance of the language researchers use in the course of their work and the harmful ideas that may thereby be reinforced. Although the language of research cannot be assumed to straightforwardly correspond to individual researchers’ beliefs, the presence of widespread ableist language may indicate structural and institutionalized ableism, including ableist assumptions at the foundations of research. We conducted a mixed-methods analysis of 166 genetic and genomic autism research projects funded by the US National Institutes of Health, in order to understand the prevalence of potentially ableist discourse, language, and stigmatizing language about autistic people. We found that such discourse and language was ubiquitous across our sample, including a discourse of prevention. This study lends empirical evidence to current debates about language in autism research. Evaluating language can prompt researchers and institutions to reflect on how they conceptualize, design, discuss, and pursue their work.Lay abstract Genetic research about autism is controversial. Researchers are starting to think more carefully about the words they use to talk about autism and the way they do their research. Past research has found that researchers sometimes write about autism in ableist ways. This means that they write about autistic people as though they are less important than nonautistic people. We looked at the way genetics researchers have written about autism in the paperwork for their research. We found that they often write about autistic people in an ableist way. We think that researchers should think carefully about the way they write about autistic people, and how they plan and do their research. En ligne : https://dx.doi.org/10.1177/13623613251365979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Autism ableism seen through research abstract contents: A mixed-methods analysis of language in NIH-funded genetic and genomic autism research [texte imprimé] / Nicola SUGDEN, Auteur ; Lily S BARNA, Auteur ; Kaylee FOOR, Auteur ; John KEE, Auteur ; Chris GUNTER, Auteur . - p.2858-2871. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2858-2871 Mots-clés : autistic identity topics  genetics  qualitative research  thematic analysis methods Index. décimale : PER Périodiques Résumé : In recent years, genetic and genomic autism research has come under increasing scrutiny, moving to the center of debates about ableism, neurodiversity, autism acceptance, and the future of research and care. At the same time, both autism research and genetics and genomics research have, as fields, begun to reckon with the significance of the language researchers use in the course of their work and the harmful ideas that may thereby be reinforced. Although the language of research cannot be assumed to straightforwardly correspond to individual researchers’ beliefs, the presence of widespread ableist language may indicate structural and institutionalized ableism, including ableist assumptions at the foundations of research. We conducted a mixed-methods analysis of 166 genetic and genomic autism research projects funded by the US National Institutes of Health, in order to understand the prevalence of potentially ableist discourse, language, and stigmatizing language about autistic people. We found that such discourse and language was ubiquitous across our sample, including a discourse of prevention. This study lends empirical evidence to current debates about language in autism research. Evaluating language can prompt researchers and institutions to reflect on how they conceptualize, design, discuss, and pursue their work.Lay abstract Genetic research about autism is controversial. Researchers are starting to think more carefully about the words they use to talk about autism and the way they do their research. Past research has found that researchers sometimes write about autism in ableist ways. This means that they write about autistic people as though they are less important than nonautistic people. We looked at the way genetics researchers have written about autism in the paperwork for their research. We found that they often write about autistic people in an ableist way. We think that researchers should think carefully about the way they write about autistic people, and how they plan and do their research. En ligne : https://dx.doi.org/10.1177/13623613251365979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Autism epidemiology in Hong Kong children and youths aged 6–17: Implications on autism screening and sex differences in the community / Oscar WH WONG in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2872-2884 Titre : Autism epidemiology in Hong Kong children and youths aged 6–17: Implications on autism screening and sex differences in the community Type de document : texte imprimé Auteurs : Oscar WH WONG, Auteur ; Sandra SM CHAN, Auteur ; Steven WH CHAU, Auteur ; Winnie CW CHU, Auteur ; Carol SW HO, Auteur ; Stephy WS HO, Auteur ; Se Fong HUNG, Auteur ; Samara HUSSAIN, Auteur ; Kelly YC LAI, Auteur ; Angela MW LAM, Auteur ; Holly HL LO, Auteur ; Karen KY MA, Auteur ; Suk Ling MA, Auteur ; Flora YM MO, Auteur ; Pak Chung SHAM, Auteur ; Caroline KS SHEA, Auteur ; Suzanne HW SO, Auteur ; Kelvin KF TSOI, Auteur ; Patrick Wl LEUNG, Auteur Article en page(s) : p.2872-2884 Langues : Anglais (eng) Mots-clés : Asian  autism  epidemiology  prevalence  screening  sex differences Index. décimale : PER Périodiques Résumé : Epidemiological studies on autism lack representation from Asia. We estimated the prevalence of autism among children and youths in Hong Kong using a two-stage approach. In addition, we evaluated the psychometric properties of the screening instrument and explored sex differences within an epidemiological context. A random school-based sample of 5,865 children and youths were screened with the Autism Spectrum Quotient-10 (AQ-10). Then, a subsample of 317 participants underwent the Autism Diagnostic Interview-Revised assessment. Prevalence was estimated by applying positive and negative predictive values (PPV/NPV) of AQ-10 derived from the subsample to the entire cohort. None of the screened negative participants had autism, resulting in an NPV of 100%. Discrepant PPVs were noted for males (20.4%) and females (5.20%). The estimated prevalence was 2.57% using sex-specific PPVs. Explorative analysis on AQ-10 Positive participants without the diagnosis (i.e. ‘false positives’) showed significantly elevated autistic symptoms. The prevalence of autism in Hong Kong is comparable to the recent estimates in Western countries, which poses a significant public health challenge. Despite the high false-positive rates, AQ-10 remains valuable for excluding autism and identifying those with autistic symptoms. Furthermore, community-based studies are crucial to address sex differences in autism expression.Lay abstract Although studies have found that autism is becoming more common, little is known whether this is true in Asian countries. This study looked into how many children and teenagers in Hong Kong might have autism. We first screened 5,865 school-aged children and youths with the Autism Spectrum Quotient-10 (AQ-10). Then, we conducted in-depth interviews with 317 of them to assess for autism. We found that around 2.57% of children and youths aged 6–17 years in Hong Kong might have autism. This number is similar to that of the Western countries. Furthermore, we also discovered that boys who were screened positive on the AQ-10 were more likely to have autism than girls. This could be because autism is more common in boys, and the AQ-10 might be better at spotting autism in boys than in girls. In the future, studies will need to find an optimal way of detecting autism in the community, considering how autism may present differently in boys and girls. En ligne : https://dx.doi.org/10.1177/13623613251360269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Autism epidemiology in Hong Kong children and youths aged 6–17: Implications on autism screening and sex differences in the community [texte imprimé] / Oscar WH WONG, Auteur ; Sandra SM CHAN, Auteur ; Steven WH CHAU, Auteur ; Winnie CW CHU, Auteur ; Carol SW HO, Auteur ; Stephy WS HO, Auteur ; Se Fong HUNG, Auteur ; Samara HUSSAIN, Auteur ; Kelly YC LAI, Auteur ; Angela MW LAM, Auteur ; Holly HL LO, Auteur ; Karen KY MA, Auteur ; Suk Ling MA, Auteur ; Flora YM MO, Auteur ; Pak Chung SHAM, Auteur ; Caroline KS SHEA, Auteur ; Suzanne HW SO, Auteur ; Kelvin KF TSOI, Auteur ; Patrick Wl LEUNG, Auteur . - p.2872-2884. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2872-2884 Mots-clés : Asian  autism  epidemiology  prevalence  screening  sex differences Index. décimale : PER Périodiques Résumé : Epidemiological studies on autism lack representation from Asia. We estimated the prevalence of autism among children and youths in Hong Kong using a two-stage approach. In addition, we evaluated the psychometric properties of the screening instrument and explored sex differences within an epidemiological context. A random school-based sample of 5,865 children and youths were screened with the Autism Spectrum Quotient-10 (AQ-10). Then, a subsample of 317 participants underwent the Autism Diagnostic Interview-Revised assessment. Prevalence was estimated by applying positive and negative predictive values (PPV/NPV) of AQ-10 derived from the subsample to the entire cohort. None of the screened negative participants had autism, resulting in an NPV of 100%. Discrepant PPVs were noted for males (20.4%) and females (5.20%). The estimated prevalence was 2.57% using sex-specific PPVs. Explorative analysis on AQ-10 Positive participants without the diagnosis (i.e. ‘false positives’) showed significantly elevated autistic symptoms. The prevalence of autism in Hong Kong is comparable to the recent estimates in Western countries, which poses a significant public health challenge. Despite the high false-positive rates, AQ-10 remains valuable for excluding autism and identifying those with autistic symptoms. Furthermore, community-based studies are crucial to address sex differences in autism expression.Lay abstract Although studies have found that autism is becoming more common, little is known whether this is true in Asian countries. This study looked into how many children and teenagers in Hong Kong might have autism. We first screened 5,865 school-aged children and youths with the Autism Spectrum Quotient-10 (AQ-10). Then, we conducted in-depth interviews with 317 of them to assess for autism. We found that around 2.57% of children and youths aged 6–17 years in Hong Kong might have autism. This number is similar to that of the Western countries. Furthermore, we also discovered that boys who were screened positive on the AQ-10 were more likely to have autism than girls. This could be because autism is more common in boys, and the AQ-10 might be better at spotting autism in boys than in girls. In the future, studies will need to find an optimal way of detecting autism in the community, considering how autism may present differently in boys and girls. En ligne : https://dx.doi.org/10.1177/13623613251360269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Hypothalamic volume is associated with dysregulated sleep in autistic and non-autistic young children / Burt HATCH in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2885-2897 Titre : Hypothalamic volume is associated with dysregulated sleep in autistic and non-autistic young children Type de document : texte imprimé Auteurs : Burt HATCH, Auteur ; Derek Sayre ANDREWS, Auteur ; Brett DUFOUR, Auteur ; Shayan M ALAVYNEJAD, Auteur ; Joshua K LEE, Auteur ; Sally ROGERS, Auteur ; Marjorie SOLOMON, Auteur ; Meghan MILLER, Auteur ; Christine WU NORDAHL, Auteur Article en page(s) : p.2885-2897 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  externalizing  hypothalamus  internalizing  MRI  sleep Index. décimale : PER Périodiques Résumé : Difficulty initiating or maintaining sleep is common among autistic individuals and co-occurs with internalizing and externalizing symptoms. This study tested associations between subcortical regions implicated in sleep processes and measures of dysregulated sleep initiation/maintenance in autistic and non-autistic 2- to 4-year-olds. The role of co-occurring externalizing and internalizing symptoms in these associations was also evaluated. Participants included 203 autistic (131 males, 72 females) and 92 non-autistic (49 males, 43 females) 2- to 4-year-olds who completed magnetic resonance imaging. A subscale of items from the Children’s Sleep Habits Questionnaire, previously shown to be reliable across both autistic and non-autistic children, was used to measure dysregulated sleep initiation/maintenance. Externalizing and internalizing symptoms were evaluated using the Child Behavior Checklist–Preschool. Associations between volumes for nine subcortical structures known to be implicated in sleep were separately modeled. Mediation analyses explored whether such associations could be accounted for by externalizing or internalizing symptoms. Smaller right hypothalamus volume was associated with dysregulated sleep initiation/maintenance in both autistic and non-autistic children. Externalizing (but not internalizing) problems partially mediated this association. Findings implicate the right hypothalamus in sleep initiation and maintenance issues for both autistic and non-autistic young children, supporting prior evidence of its central role in sleep regulation.Lay Abstract Difficulty initiating or maintaining sleep is common among autistic individuals and often goes alongside difficulties regulating emotions and behavior during the day. Although there is a body of research suggesting that subcortical brain regions, including a brain region known as the hypothalamus, play important roles regulating sleep, few studies have examined whether this extends to young autistic children. Using data from a sample of 203 autistic (131 males, 72 females) and 92 non-autistic (49 males, 43 females) 2- to 4-year-olds, we examined whether size of subcortical brain regions implicated in sleep processes is associated with difficulties initiating and/or maintaining sleep. In addition, we examined whether daytime behaviors and emotions were also implicated in these associations. We found that smaller right hypothalamus volume was associated with dysregulated sleep initiation/maintenance in both autistic and non-autistic children. This relationship remained evident even after accounting for externalizing behaviors and emotions like anger that were also associated with both the hypothalamus and dysregulated sleep initiation/maintenance. The strength of association between right hypothalamus volumes and dysregulated sleep initiation/maintenance was similar for autistic and non-autistic children. These findings suggest that for both young autistic and non-autistic children, the hypothalamus plays unique roles in regulating both sleep and externalizing behaviors. For managing sleep initiation and maintenance difficulties in clinical practice, the findings underscore the importance of considering environmental (e.g. not having a regular bedtime routine) and neurobiological factors, for both autistic and non-autistic young children. En ligne : https://dx.doi.org/10.1177/13623613251352249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Hypothalamic volume is associated with dysregulated sleep in autistic and non-autistic young children [texte imprimé] / Burt HATCH, Auteur ; Derek Sayre ANDREWS, Auteur ; Brett DUFOUR, Auteur ; Shayan M ALAVYNEJAD, Auteur ; Joshua K LEE, Auteur ; Sally ROGERS, Auteur ; Marjorie SOLOMON, Auteur ; Meghan MILLER, Auteur ; Christine WU NORDAHL, Auteur . - p.2885-2897. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2885-2897 Mots-clés : autism spectrum disorder  externalizing  hypothalamus  internalizing  MRI  sleep Index. décimale : PER Périodiques Résumé : Difficulty initiating or maintaining sleep is common among autistic individuals and co-occurs with internalizing and externalizing symptoms. This study tested associations between subcortical regions implicated in sleep processes and measures of dysregulated sleep initiation/maintenance in autistic and non-autistic 2- to 4-year-olds. The role of co-occurring externalizing and internalizing symptoms in these associations was also evaluated. Participants included 203 autistic (131 males, 72 females) and 92 non-autistic (49 males, 43 females) 2- to 4-year-olds who completed magnetic resonance imaging. A subscale of items from the Children’s Sleep Habits Questionnaire, previously shown to be reliable across both autistic and non-autistic children, was used to measure dysregulated sleep initiation/maintenance. Externalizing and internalizing symptoms were evaluated using the Child Behavior Checklist–Preschool. Associations between volumes for nine subcortical structures known to be implicated in sleep were separately modeled. Mediation analyses explored whether such associations could be accounted for by externalizing or internalizing symptoms. Smaller right hypothalamus volume was associated with dysregulated sleep initiation/maintenance in both autistic and non-autistic children. Externalizing (but not internalizing) problems partially mediated this association. Findings implicate the right hypothalamus in sleep initiation and maintenance issues for both autistic and non-autistic young children, supporting prior evidence of its central role in sleep regulation.Lay Abstract Difficulty initiating or maintaining sleep is common among autistic individuals and often goes alongside difficulties regulating emotions and behavior during the day. Although there is a body of research suggesting that subcortical brain regions, including a brain region known as the hypothalamus, play important roles regulating sleep, few studies have examined whether this extends to young autistic children. Using data from a sample of 203 autistic (131 males, 72 females) and 92 non-autistic (49 males, 43 females) 2- to 4-year-olds, we examined whether size of subcortical brain regions implicated in sleep processes is associated with difficulties initiating and/or maintaining sleep. In addition, we examined whether daytime behaviors and emotions were also implicated in these associations. We found that smaller right hypothalamus volume was associated with dysregulated sleep initiation/maintenance in both autistic and non-autistic children. This relationship remained evident even after accounting for externalizing behaviors and emotions like anger that were also associated with both the hypothalamus and dysregulated sleep initiation/maintenance. The strength of association between right hypothalamus volumes and dysregulated sleep initiation/maintenance was similar for autistic and non-autistic children. These findings suggest that for both young autistic and non-autistic children, the hypothalamus plays unique roles in regulating both sleep and externalizing behaviors. For managing sleep initiation and maintenance difficulties in clinical practice, the findings underscore the importance of considering environmental (e.g. not having a regular bedtime routine) and neurobiological factors, for both autistic and non-autistic young children. En ligne : https://dx.doi.org/10.1177/13623613251352249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Autism diagnostic impressions in young children formed by primary care clinicians and through telemedicine expert assessments / Andrea Trubanova WIECKOWSKI in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2898-2905 Titre : Autism diagnostic impressions in young children formed by primary care clinicians and through telemedicine expert assessments Type de document : texte imprimé Auteurs : Andrea Trubanova WIECKOWSKI, Auteur ; Ashley DE MARCHENA, Auteur ; Alexia F DICKERSON, Auteur ; Erika FRICK, Auteur ; Georgina PEREZ LIZ, Auteur ; Ashley DUBIN, Auteur ; Diana L ROBINS, Auteur Article en page(s) : p.2898-2905 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  diagnosis  early detection  primary care diagnosis  telehealth  toddlers Index. décimale : PER Périodiques Résumé : Formal autism diagnosis is often critical for children to access early, autism-specific services and supports. However, barriers to traditional in-person evaluations, including long waitlists, delay diagnosis. The goal of the current study was to compare diagnostic impressions (i.e. clinical judgments) made by primary care clinicians and autism experts conducting brief telehealth sessions, with expert diagnosis from in-person gold-standard evaluations. Participants were toddlers (n = 32, age 12–36 months) referred for any developmental concerns by four primary care clinicians from one pediatric practice in the United States. Primary care clinicians indicated their diagnostic classification and families then completed telehealth evaluations and in-person evaluations with one of five autism diagnostic expert clinicians. When primary care clinicians classified a child as having definite autism (n = 11), they were 100% accurate, but only 57% accurate when they indicated a child definitely did not have autism. Experts providing classification after a telehealth evaluation accurately classified 72% of children and were confident in the diagnosis for 55% of cases. In high-confidence cases, telehealth diagnosis matched final diagnosis 88% of the time. These findings indicate that when primary care clinicians believe a toddler is autistic, or when autism experts indicate autism telehealth classification with confidence, the child should begin receiving autism-specific services and supports right away.Lay abstract There are long waitlists for autism evaluations, which greatly delay the start of interventions that are known to improve children’s outcomes. We tested the accuracy of primary care clinicians’ impressions of autism versus other developmental delays during well-child visits, and of experts during brief telemedicine visits, and found that more than half of the children were accurately identified through these streamlined methods. These findings support a tiered approach in which children identified through these more efficient methods begin autism intervention immediately; this approach also benefits children with more complex differentials by shortening waitlists for comprehensive evaluations for those who require them prior to treatment entry. En ligne : https://dx.doi.org/10.1177/13623613251355257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Autism diagnostic impressions in young children formed by primary care clinicians and through telemedicine expert assessments [texte imprimé] / Andrea Trubanova WIECKOWSKI, Auteur ; Ashley DE MARCHENA, Auteur ; Alexia F DICKERSON, Auteur ; Erika FRICK, Auteur ; Georgina PEREZ LIZ, Auteur ; Ashley DUBIN, Auteur ; Diana L ROBINS, Auteur . - p.2898-2905. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2898-2905 Mots-clés : autism spectrum disorder  diagnosis  early detection  primary care diagnosis  telehealth  toddlers Index. décimale : PER Périodiques Résumé : Formal autism diagnosis is often critical for children to access early, autism-specific services and supports. However, barriers to traditional in-person evaluations, including long waitlists, delay diagnosis. The goal of the current study was to compare diagnostic impressions (i.e. clinical judgments) made by primary care clinicians and autism experts conducting brief telehealth sessions, with expert diagnosis from in-person gold-standard evaluations. Participants were toddlers (n = 32, age 12–36 months) referred for any developmental concerns by four primary care clinicians from one pediatric practice in the United States. Primary care clinicians indicated their diagnostic classification and families then completed telehealth evaluations and in-person evaluations with one of five autism diagnostic expert clinicians. When primary care clinicians classified a child as having definite autism (n = 11), they were 100% accurate, but only 57% accurate when they indicated a child definitely did not have autism. Experts providing classification after a telehealth evaluation accurately classified 72% of children and were confident in the diagnosis for 55% of cases. In high-confidence cases, telehealth diagnosis matched final diagnosis 88% of the time. These findings indicate that when primary care clinicians believe a toddler is autistic, or when autism experts indicate autism telehealth classification with confidence, the child should begin receiving autism-specific services and supports right away.Lay abstract There are long waitlists for autism evaluations, which greatly delay the start of interventions that are known to improve children’s outcomes. We tested the accuracy of primary care clinicians’ impressions of autism versus other developmental delays during well-child visits, and of experts during brief telemedicine visits, and found that more than half of the children were accurately identified through these streamlined methods. These findings support a tiered approach in which children identified through these more efficient methods begin autism intervention immediately; this approach also benefits children with more complex differentials by shortening waitlists for comprehensive evaluations for those who require them prior to treatment entry. En ligne : https://dx.doi.org/10.1177/13623613251355257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570