Dépouillements

Cortical thickness variations and their relation to social and executive dysfunctions in autism spectrum disorder among an East Asian population: A longitudinal MRI study / Jung-Chi CHANG in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202689 Titre : Cortical thickness variations and their relation to social and executive dysfunctions in autism spectrum disorder among an East Asian population: A longitudinal MRI study Type de document : texte imprimé Auteurs : Jung-Chi CHANG, Auteur ; Yu-Chieh CHEN, Auteur ; Susan Shur-Fen GAU, Auteur Article en page(s) : p.202689 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  MRI  Cortical thickness  Longitudinal  Daily executive function  Autistic features Index. décimale : PER Périodiques Résumé : Background The longitudinal brain structural changes and their relationships with clinical features have not been comprehensively established in individuals with autism spectrum disorder (ASD), and existing analyses have mainly focused on Western samples. This study compared change rates of cortical thickness between participants with ASD and typically developing control (TDC) and their relationships with dynamic clinical features and executive dysfunction in an East Asian sample. Methods We assessed 86 ASD and 82 TDC participants at two time points with structural MRI and autistic features and executive dysfunction measures. We used surface-based morphometry to identify the differences in developmental patterns between the ASD and TDC groups. We then examined the relationships between specific brain regions that vary developmentally and clinical parameters. Results Seven clusters were identified, showing accelerating cortical thinning in the ASD participants, including the left inferior temporal, pars orbitalis, inferior parietal, pars opercularis, right middle temporal, and bilateral rostral middle frontal regions. Greater thinning rates in the left inferior parietal and left pars opercularis regions correlated with accelerated increases in autistic features in the ASD group. Greater thinning rates in the left inferior parietal region were associated with greater executive deterioration. These structural changes also predicted social and executive dysfunction in follow-up assessments. Exploratory cross-lagged panel modeling further suggested that baseline cortical thickness in the left pars opercularis predicted social challenges at follow-up, independent of baseline autistic features. Our findings indicate that distinct developmental changes in cortical thickness are associated with social and executive dysfunction, indicating potential pseudonormalization processes that occur from adolescence to early adulthood in this population. Conclusions Our study elucidates neurodevelopmental correlates and trajectories of clinical deficits in ASD among Asian individuals, extending our understanding of brain-behavior relationships from adolescence to early adulthood. En ligne : https://doi.org/10.1016/j.reia.2025.202689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Cortical thickness variations and their relation to social and executive dysfunctions in autism spectrum disorder among an East Asian population: A longitudinal MRI study [texte imprimé] / Jung-Chi CHANG, Auteur ; Yu-Chieh CHEN, Auteur ; Susan Shur-Fen GAU, Auteur . - p.202689. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202689 Mots-clés : Autism spectrum disorder  MRI  Cortical thickness  Longitudinal  Daily executive function  Autistic features Index. décimale : PER Périodiques Résumé : Background The longitudinal brain structural changes and their relationships with clinical features have not been comprehensively established in individuals with autism spectrum disorder (ASD), and existing analyses have mainly focused on Western samples. This study compared change rates of cortical thickness between participants with ASD and typically developing control (TDC) and their relationships with dynamic clinical features and executive dysfunction in an East Asian sample. Methods We assessed 86 ASD and 82 TDC participants at two time points with structural MRI and autistic features and executive dysfunction measures. We used surface-based morphometry to identify the differences in developmental patterns between the ASD and TDC groups. We then examined the relationships between specific brain regions that vary developmentally and clinical parameters. Results Seven clusters were identified, showing accelerating cortical thinning in the ASD participants, including the left inferior temporal, pars orbitalis, inferior parietal, pars opercularis, right middle temporal, and bilateral rostral middle frontal regions. Greater thinning rates in the left inferior parietal and left pars opercularis regions correlated with accelerated increases in autistic features in the ASD group. Greater thinning rates in the left inferior parietal region were associated with greater executive deterioration. These structural changes also predicted social and executive dysfunction in follow-up assessments. Exploratory cross-lagged panel modeling further suggested that baseline cortical thickness in the left pars opercularis predicted social challenges at follow-up, independent of baseline autistic features. Our findings indicate that distinct developmental changes in cortical thickness are associated with social and executive dysfunction, indicating potential pseudonormalization processes that occur from adolescence to early adulthood in this population. Conclusions Our study elucidates neurodevelopmental correlates and trajectories of clinical deficits in ASD among Asian individuals, extending our understanding of brain-behavior relationships from adolescence to early adulthood. En ligne : https://doi.org/10.1016/j.reia.2025.202689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

First impressions of job candidates with and without autistic characteristics: Do first impressions change if an autism diagnosis is disclosed? / Camilla M. MCMAHON in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202690 Titre : First impressions of job candidates with and without autistic characteristics: Do first impressions change if an autism diagnosis is disclosed? Type de document : texte imprimé Auteurs : Camilla M. MCMAHON, Auteur Article en page(s) : p.202690 Langues : Anglais (eng) Mots-clés : Autistic characteristics  Diagnostic disclosure  Employment  First impressions  Autism knowledge  Autism stigma Index. décimale : PER Périodiques Résumé : Autistic individuals need to decide whether and when to disclose their diagnosis. The goal of the current study is to determine whether diagnostic disclosure can influence perceptions of job candidates, if disclosure occurs after first impressions have already been formed. Participants read vignettes about job candidates with or without autistic characteristics and formed an initial first impression of the candidates. Then, additional information was revealed about the candidates: they were autistic (experimental condition) or had brown hair (control condition). Participants rated the job candidates for a second time. Job candidates with autistic characteristics were perceived to have more traits of a poor worker, fewer traits of a good worker, and to be more anxious/introverted/awkward. Participants who were more knowledgeable about autism and female participants perceived candidates to have fewer traits of a poor worker, more traits of a good worker, and to be less anxious/introverted/awkward. When job candidates with autistic characteristics later disclosed an autism diagnosis, they were less likely to be perceived as anxious/introverted/awkward and marginally more likely to be perceived as having traits of a good worker. Diagnostic disclosure may be beneficial in an employment context, even if it occurs later in time, after first impressions have been formed. En ligne : https://doi.org/10.1016/j.reia.2025.202690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] First impressions of job candidates with and without autistic characteristics: Do first impressions change if an autism diagnosis is disclosed? [texte imprimé] / Camilla M. MCMAHON, Auteur . - p.202690. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202690 Mots-clés : Autistic characteristics  Diagnostic disclosure  Employment  First impressions  Autism knowledge  Autism stigma Index. décimale : PER Périodiques Résumé : Autistic individuals need to decide whether and when to disclose their diagnosis. The goal of the current study is to determine whether diagnostic disclosure can influence perceptions of job candidates, if disclosure occurs after first impressions have already been formed. Participants read vignettes about job candidates with or without autistic characteristics and formed an initial first impression of the candidates. Then, additional information was revealed about the candidates: they were autistic (experimental condition) or had brown hair (control condition). Participants rated the job candidates for a second time. Job candidates with autistic characteristics were perceived to have more traits of a poor worker, fewer traits of a good worker, and to be more anxious/introverted/awkward. Participants who were more knowledgeable about autism and female participants perceived candidates to have fewer traits of a poor worker, more traits of a good worker, and to be less anxious/introverted/awkward. When job candidates with autistic characteristics later disclosed an autism diagnosis, they were less likely to be perceived as anxious/introverted/awkward and marginally more likely to be perceived as having traits of a good worker. Diagnostic disclosure may be beneficial in an employment context, even if it occurs later in time, after first impressions have been formed. En ligne : https://doi.org/10.1016/j.reia.2025.202690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Integrating machine learning and WGCNA for nomogram diagnostic model unveiling previously unrecognized phase separation-related molecular markers and immuno-cytotoxic pathways in Williams-Beuren syndrome / Mingyi WANG in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202691 Titre : Integrating machine learning and WGCNA for nomogram diagnostic model unveiling previously unrecognized phase separation-related molecular markers and immuno-cytotoxic pathways in Williams-Beuren syndrome Type de document : texte imprimé Auteurs : Mingyi WANG, Auteur ; Hong WANG, Auteur ; Xiao ZHU, Auteur ; Yongmei HUANG, Auteur Article en page(s) : p.202691 Langues : Anglais (eng) Mots-clés : Williams-Beuren syndrome  Biomarker  Phase separation  Machine learning  Nomogram diagnostic model  WGCNA Index. décimale : PER Périodiques Résumé : Background Understanding the role of phase separation-related genes in Williams-Beuren Syndrome (WBS), a neurodevelopmental disorder, may provide valuable insights into its pathophysiology. This study aimed to identify potential biomarkers and functional pathways associated with WBS through integrated analyses. Methods Differentially expressed genes (DEGs) in WBS patients were identified using GEO datasets. Weighted Gene Co-Expression Network Analysis (WGCNA) was employed to explore co-expression modules, and machine learning techniques were applied to select potential biomarkers. Gene Set Enrichment Analysis (GSEA) was used to investigate functional pathways, while single-sample GSEA (ssGSEA) assessed marker gene activity. Results We identified 3519 differentially expressed genes (DEGs) in WBS samples, including 19 core phase separation-related genes. WGCNA revealed six co-expression modules, with the yellow module exhibiting the strongest correlation. Functional analysis indicated enrichment in glycolipid binding and cytoskeletal structural components. Disease ontology analysis implicated developmental and ocular disorders. ssGSEA highlighted associations with immune-related pathways. MAG and ZNF385A emerged as potential diagnostic biomarkers. Conclusion Our integrated approach, combining machine learning and WGCNA, highlights the potential of phase separation-related biomarkers and immune/cytotoxic pathways in the diagnosis of WBS. This study provides valuable insights into the development of diagnostic models for WBS and underscores the importance of investigating protein phase separation in neurodevelopmental disorders. En ligne : https://doi.org/10.1016/j.reia.2025.202691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Integrating machine learning and WGCNA for nomogram diagnostic model unveiling previously unrecognized phase separation-related molecular markers and immuno-cytotoxic pathways in Williams-Beuren syndrome [texte imprimé] / Mingyi WANG, Auteur ; Hong WANG, Auteur ; Xiao ZHU, Auteur ; Yongmei HUANG, Auteur . - p.202691. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202691 Mots-clés : Williams-Beuren syndrome  Biomarker  Phase separation  Machine learning  Nomogram diagnostic model  WGCNA Index. décimale : PER Périodiques Résumé : Background Understanding the role of phase separation-related genes in Williams-Beuren Syndrome (WBS), a neurodevelopmental disorder, may provide valuable insights into its pathophysiology. This study aimed to identify potential biomarkers and functional pathways associated with WBS through integrated analyses. Methods Differentially expressed genes (DEGs) in WBS patients were identified using GEO datasets. Weighted Gene Co-Expression Network Analysis (WGCNA) was employed to explore co-expression modules, and machine learning techniques were applied to select potential biomarkers. Gene Set Enrichment Analysis (GSEA) was used to investigate functional pathways, while single-sample GSEA (ssGSEA) assessed marker gene activity. Results We identified 3519 differentially expressed genes (DEGs) in WBS samples, including 19 core phase separation-related genes. WGCNA revealed six co-expression modules, with the yellow module exhibiting the strongest correlation. Functional analysis indicated enrichment in glycolipid binding and cytoskeletal structural components. Disease ontology analysis implicated developmental and ocular disorders. ssGSEA highlighted associations with immune-related pathways. MAG and ZNF385A emerged as potential diagnostic biomarkers. Conclusion Our integrated approach, combining machine learning and WGCNA, highlights the potential of phase separation-related biomarkers and immune/cytotoxic pathways in the diagnosis of WBS. This study provides valuable insights into the development of diagnostic models for WBS and underscores the importance of investigating protein phase separation in neurodevelopmental disorders. En ligne : https://doi.org/10.1016/j.reia.2025.202691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

“Neurodivergent people just get each other”: Navigating friendship and community in the transition to adulthood for autistic adults / Samara M. Wolpe in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202692 Titre : “Neurodivergent people just get each other”: Navigating friendship and community in the transition to adulthood for autistic adults Type de document : texte imprimé Auteurs : Samara M. Wolpe, Auteur ; Ingrid S. Tien, Auteur ; Maxwell N. LEE, Auteur ; Sila SOZERI, Auteur ; Iman M. HUMPHREY, Auteur Article en page(s) : p.202692 Langues : Anglais (eng) Mots-clés : Autism  Social Experiences  Friendships  Romantic Relationships  Adulthood  Community Partnered Research  Neurodiversity Index. décimale : PER Périodiques Résumé : Purpose Quality friendships are integral to wellbeing for many autistic adults. However, the prevalence of loneliness is felt by many in the autistic community. The current study examines autistic adults’ social experiences in navigating friendships throughout early adulthood through a series of semi-structured interviews. Methods Seventeen autistic adults were interviewed on the subject of transitioning to adulthood. Themes related to friendships and relationships were analyzed. Data analyses followed the guidelines for reflexive thematic analysis proposed by Braun and Clarke (2024a;b). Results Participants recalled Forging Friendships, discomfort around stereotypes of autism, and gaining confidence in engaging in self-soothing behaviors. When creating friendships, participants experienced Sensory Overwhelm and struggled to explain their compensatory behaviors. As their friendships became closer, participants described Unmasking/Vulnerability as their friends got to know their authentic selves. When Creating Boundaries, participants recalled difficulties navigating sexual and romantic contact, difficulty discerning others’ motives, and struggles with realizing their own discomfort. Participants discussed Disclosure of their autistic identity, and Finding Community with other autistic individuals. Conclusion The findings from this study help to inform the field’s understanding of the social experiences of autistic adults, as well as ways in which future intervention design and services can support autistic adults developing meaningful, lasting relationships throughout their lives. En ligne : https://doi.org/10.1016/j.reia.2025.202692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “Neurodivergent people just get each other”: Navigating friendship and community in the transition to adulthood for autistic adults [texte imprimé] / Samara M. Wolpe, Auteur ; Ingrid S. Tien, Auteur ; Maxwell N. LEE, Auteur ; Sila SOZERI, Auteur ; Iman M. HUMPHREY, Auteur . - p.202692. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202692 Mots-clés : Autism  Social Experiences  Friendships  Romantic Relationships  Adulthood  Community Partnered Research  Neurodiversity Index. décimale : PER Périodiques Résumé : Purpose Quality friendships are integral to wellbeing for many autistic adults. However, the prevalence of loneliness is felt by many in the autistic community. The current study examines autistic adults’ social experiences in navigating friendships throughout early adulthood through a series of semi-structured interviews. Methods Seventeen autistic adults were interviewed on the subject of transitioning to adulthood. Themes related to friendships and relationships were analyzed. Data analyses followed the guidelines for reflexive thematic analysis proposed by Braun and Clarke (2024a;b). Results Participants recalled Forging Friendships, discomfort around stereotypes of autism, and gaining confidence in engaging in self-soothing behaviors. When creating friendships, participants experienced Sensory Overwhelm and struggled to explain their compensatory behaviors. As their friendships became closer, participants described Unmasking/Vulnerability as their friends got to know their authentic selves. When Creating Boundaries, participants recalled difficulties navigating sexual and romantic contact, difficulty discerning others’ motives, and struggles with realizing their own discomfort. Participants discussed Disclosure of their autistic identity, and Finding Community with other autistic individuals. Conclusion The findings from this study help to inform the field’s understanding of the social experiences of autistic adults, as well as ways in which future intervention design and services can support autistic adults developing meaningful, lasting relationships throughout their lives. En ligne : https://doi.org/10.1016/j.reia.2025.202692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

An exploration of students’ experiences of participating in a photovoice project / Kavitha MURTHI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202693 Titre : An exploration of students’ experiences of participating in a photovoice project Type de document : texte imprimé Auteurs : Kavitha MURTHI, Auteur ; Amy HURST, Auteur ; Ramon ROBLES-FERNANDEZ, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.202693 Langues : Anglais (eng) Mots-clés : Interest-driven programs  Middle schoolers  Photovoice  Student perspectives  Community-based participatory research  Neurodiversity  Strengths-based approaches Index. décimale : PER Périodiques Résumé : The autistic community is advocating the need to employ participatory research approaches to include autistic people's voices and reduce the impact of skewed power dynamics between researchers and participants. Hence, researchers adopt participant-driven research methodologies like photo-elicitation to develop collaborative research. However, limited knowledge exists regarding how individuals perceive their involvement in these research processes. This qualitative descriptive study explored the perspectives of sixteen middle-school students (N = 13 autistic students) as they participated in the Photovoice research process as data collectors. Students participated in interest-driven informal afterschool clubs and used Photovoice to document their problem-solving experiences. Through thematic analysis of semi-structured interview data, we learned that students appreciated the unique characteristics of the Polaroid cameras, including the ability to manipulate the cameras and touch the photos physically, the distinct sensory features that physical photos provided, creating memories with peers and using photos as a visual tool to support improvisation and brainstorming during problem-solving. The results of this study specifically highlight students’ views on the aspects they valued and those they found unfavorable as they participated in the research process. En ligne : https://doi.org/10.1016/j.reia.2025.202693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] An exploration of students’ experiences of participating in a photovoice project [texte imprimé] / Kavitha MURTHI, Auteur ; Amy HURST, Auteur ; Ramon ROBLES-FERNANDEZ, Auteur ; Kristie PATTEN, Auteur . - p.202693. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202693 Mots-clés : Interest-driven programs  Middle schoolers  Photovoice  Student perspectives  Community-based participatory research  Neurodiversity  Strengths-based approaches Index. décimale : PER Périodiques Résumé : The autistic community is advocating the need to employ participatory research approaches to include autistic people's voices and reduce the impact of skewed power dynamics between researchers and participants. Hence, researchers adopt participant-driven research methodologies like photo-elicitation to develop collaborative research. However, limited knowledge exists regarding how individuals perceive their involvement in these research processes. This qualitative descriptive study explored the perspectives of sixteen middle-school students (N = 13 autistic students) as they participated in the Photovoice research process as data collectors. Students participated in interest-driven informal afterschool clubs and used Photovoice to document their problem-solving experiences. Through thematic analysis of semi-structured interview data, we learned that students appreciated the unique characteristics of the Polaroid cameras, including the ability to manipulate the cameras and touch the photos physically, the distinct sensory features that physical photos provided, creating memories with peers and using photos as a visual tool to support improvisation and brainstorming during problem-solving. The results of this study specifically highlight students’ views on the aspects they valued and those they found unfavorable as they participated in the research process. En ligne : https://doi.org/10.1016/j.reia.2025.202693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Visual strategies in solving Raven’s Matrices: Insights from autism / Alizée DIU in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202694 Titre : Visual strategies in solving Raven’s Matrices: Insights from autism Type de document : texte imprimé Auteurs : Alizée DIU, Auteur ; Magali BATTY, Auteur ; Lucie BOUVET, Auteur Article en page(s) : p.202694 Langues : Anglais (eng) Mots-clés : Autism  Solving strategy  Raven’s Progressive Matrices  Eye-tracking Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) has been associated with superior performance on Raven’s Progressive Matrices (RPM), yet the mechanisms underlying this advantage remain unclear. In typically developing (TD) individuals, two main solving strategies have been described for RPM: Constructive Matching (CM) and Elimination Response (ER). This study aimed to investigate group differences in the use of these strategies through eye-tracking glasses, allowing an ecological completion. Forty-six adults (19 ASD, 27 TD) completed the standard RPM while wearing the mobile eye-tracking device. A composite score reflecting strategic tendency was calculated based on the percentage of matrix and response areas exploration and the number of transitions between them. Results revealed no significant group differences in accuracy or resolution time. Higher composite scores—indicating greater use of the CM strategy—were strongly associated with better performance across participants, as reported previously. Moreover, for successful items, autistic individuals showed a more pronounced preference for the CM strategy than TD individuals but both groups modulated their strategy according to item difficulty in a similar manner. These findings suggest that autistic individuals tend to engage in more analytical and constructive visual reasoning, possibly supported by cognitive traits associated with autism. As no performance advantage emerges with the moderately difficult RPM used here, we discuss the possibility that task complexity and adaptability to complexity may be key to revealing group differences. Future research using more complex tasks and diverse samples may clarify how autistic cognitive profiles affect reasoning strategies and RPM performance. En ligne : https://doi.org/10.1016/j.reia.2025.202694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Visual strategies in solving Raven’s Matrices: Insights from autism [texte imprimé] / Alizée DIU, Auteur ; Magali BATTY, Auteur ; Lucie BOUVET, Auteur . - p.202694. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202694 Mots-clés : Autism  Solving strategy  Raven’s Progressive Matrices  Eye-tracking Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) has been associated with superior performance on Raven’s Progressive Matrices (RPM), yet the mechanisms underlying this advantage remain unclear. In typically developing (TD) individuals, two main solving strategies have been described for RPM: Constructive Matching (CM) and Elimination Response (ER). This study aimed to investigate group differences in the use of these strategies through eye-tracking glasses, allowing an ecological completion. Forty-six adults (19 ASD, 27 TD) completed the standard RPM while wearing the mobile eye-tracking device. A composite score reflecting strategic tendency was calculated based on the percentage of matrix and response areas exploration and the number of transitions between them. Results revealed no significant group differences in accuracy or resolution time. Higher composite scores—indicating greater use of the CM strategy—were strongly associated with better performance across participants, as reported previously. Moreover, for successful items, autistic individuals showed a more pronounced preference for the CM strategy than TD individuals but both groups modulated their strategy according to item difficulty in a similar manner. These findings suggest that autistic individuals tend to engage in more analytical and constructive visual reasoning, possibly supported by cognitive traits associated with autism. As no performance advantage emerges with the moderately difficult RPM used here, we discuss the possibility that task complexity and adaptability to complexity may be key to revealing group differences. Future research using more complex tasks and diverse samples may clarify how autistic cognitive profiles affect reasoning strategies and RPM performance. En ligne : https://doi.org/10.1016/j.reia.2025.202694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Parent dyadic coping and parent-child relationship quality in families of autistic children / Tuyen HUYNH in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202695 Titre : Parent dyadic coping and parent-child relationship quality in families of autistic children Type de document : texte imprimé Auteurs : Tuyen HUYNH, Auteur ; Jessica L. GREENLEE, Auteur ; Milton DASOO, Auteur ; Melissa JENKINS, Auteur ; Brianna PIRO-GAMBETTI, Auteur ; Sigan L. HARTLEY, Auteur Article en page(s) : p.202695 Langues : Anglais (eng) Mots-clés : Couple relationship satisfaction  Dyadic coping  Parent-child relationship  Autism Index. décimale : PER Périodiques Résumé : Background Within two-parent households, the extent to which parents are satisfied in their couple relationship is theorized to influence the parent-child relationship. Parents in a satisfying couple relationship are thought to be better able to jointly manage and cope with everyday child-related problems and stressors than parents dissatisfied with their couple relationship. Method The current study conducted a within-couple cross-sectional examination of the associations between couple relationship satisfaction (actor and partner), parent-child relationship quality, and dyadic coping. Data was obtained on 186 families of autistic children aged 5–12 years. Results An actor-partner mediation interdependence model (APIMeM) was conducted, yielding a significant actor association between the level of couple relationship satisfaction and parent-child relationship, which was mediated by positive dyadic coping. In addition, mothers’ level of couple relationship satisfaction was correlated with father-child relationship quality, and this association was also mediated by positive dyadic coping. Conclusion Our findings can inform programs to strengthen parent-child relationship quality in families with an autistic child. En ligne : https://doi.org/10.1016/j.reia.2025.202695 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Parent dyadic coping and parent-child relationship quality in families of autistic children [texte imprimé] / Tuyen HUYNH, Auteur ; Jessica L. GREENLEE, Auteur ; Milton DASOO, Auteur ; Melissa JENKINS, Auteur ; Brianna PIRO-GAMBETTI, Auteur ; Sigan L. HARTLEY, Auteur . - p.202695. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202695 Mots-clés : Couple relationship satisfaction  Dyadic coping  Parent-child relationship  Autism Index. décimale : PER Périodiques Résumé : Background Within two-parent households, the extent to which parents are satisfied in their couple relationship is theorized to influence the parent-child relationship. Parents in a satisfying couple relationship are thought to be better able to jointly manage and cope with everyday child-related problems and stressors than parents dissatisfied with their couple relationship. Method The current study conducted a within-couple cross-sectional examination of the associations between couple relationship satisfaction (actor and partner), parent-child relationship quality, and dyadic coping. Data was obtained on 186 families of autistic children aged 5–12 years. Results An actor-partner mediation interdependence model (APIMeM) was conducted, yielding a significant actor association between the level of couple relationship satisfaction and parent-child relationship, which was mediated by positive dyadic coping. In addition, mothers’ level of couple relationship satisfaction was correlated with father-child relationship quality, and this association was also mediated by positive dyadic coping. Conclusion Our findings can inform programs to strengthen parent-child relationship quality in families with an autistic child. En ligne : https://doi.org/10.1016/j.reia.2025.202695 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Generalisability of a parent-mediated eye gaze intervention in young autistic children: An ADOS-BOSCC outcome study / Elina HUSU in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202697 Titre : Generalisability of a parent-mediated eye gaze intervention in young autistic children: An ADOS-BOSCC outcome study Type de document : texte imprimé Auteurs : Elina HUSU, Auteur ; Terhi M. HELMINEN, Auteur ; Mari MUUVILA, Auteur ; Jenni LAUTTIA, Auteur ; Kai ERIKSSON, Auteur ; Jaakko NEVALAINEN, Auteur ; Anneli KYLLIAINEN, Auteur Article en page(s) : p.202697 Langues : Anglais (eng) Mots-clés : Autism spectrum  Eye gaze  Parent-mediated intervention  Preschool children  ADOS-BOSCC Index. décimale : PER Périodiques Résumé : This study investigated the generalisation of outcomes from a brief parent-mediated eye gaze intervention across communication partners and various aspects of social behaviour in preschool-aged autistic children. ADOS-BOSCC change scores were compared between intervention and control groups in both the short-term (closely after intervention, average five months after the baseline) and long-term (2-year follow-up), revealing no significant differences in domain-level changes. Item-level analysis indicated that the intervention generalised eye gaze across communication partners in semi-structured researcher-child interactions after the intervention. Interestingly, the intervention might have temporarily slowed progress in gestures and the integration of vocal and non-vocal communication, as evidenced by the control group’s greater short-term improvement. However, in the long-term, the intervention group achieved the same level of progress as the control group in gestures and integration. Overall, results indicate that targeted parent-mediated interventions can facilitate children’s generalisation of learned social skills—such as gaze—from interactions with parents at home to interactions with unfamiliar adults outside the home. Our findings highlight the need for interventions to target multiple social skills and diverse interaction partners to promote meaningful generalisation across real-world contexts. En ligne : https://doi.org/10.1016/j.reia.2025.202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Generalisability of a parent-mediated eye gaze intervention in young autistic children: An ADOS-BOSCC outcome study [texte imprimé] / Elina HUSU, Auteur ; Terhi M. HELMINEN, Auteur ; Mari MUUVILA, Auteur ; Jenni LAUTTIA, Auteur ; Kai ERIKSSON, Auteur ; Jaakko NEVALAINEN, Auteur ; Anneli KYLLIAINEN, Auteur . - p.202697. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202697 Mots-clés : Autism spectrum  Eye gaze  Parent-mediated intervention  Preschool children  ADOS-BOSCC Index. décimale : PER Périodiques Résumé : This study investigated the generalisation of outcomes from a brief parent-mediated eye gaze intervention across communication partners and various aspects of social behaviour in preschool-aged autistic children. ADOS-BOSCC change scores were compared between intervention and control groups in both the short-term (closely after intervention, average five months after the baseline) and long-term (2-year follow-up), revealing no significant differences in domain-level changes. Item-level analysis indicated that the intervention generalised eye gaze across communication partners in semi-structured researcher-child interactions after the intervention. Interestingly, the intervention might have temporarily slowed progress in gestures and the integration of vocal and non-vocal communication, as evidenced by the control group’s greater short-term improvement. However, in the long-term, the intervention group achieved the same level of progress as the control group in gestures and integration. Overall, results indicate that targeted parent-mediated interventions can facilitate children’s generalisation of learned social skills—such as gaze—from interactions with parents at home to interactions with unfamiliar adults outside the home. Our findings highlight the need for interventions to target multiple social skills and diverse interaction partners to promote meaningful generalisation across real-world contexts. En ligne : https://doi.org/10.1016/j.reia.2025.202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Efficacy and acceptability of autism training for staff employed in mainstream education: A systematic review and thematic synthesis / Amber JOHNSON in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202704 Titre : Efficacy and acceptability of autism training for staff employed in mainstream education: A systematic review and thematic synthesis Type de document : texte imprimé Auteurs : Amber JOHNSON, Auteur ; Ebony MURRAY, Auteur ; Kimberley Caroline SCHENKE, Auteur ; Danielle STEPHENS-LEWIS, Auteur Article en page(s) : p.202704 Langues : Anglais (eng) Mots-clés : Autism  Teacher training  Professional development  Mainstream education  Intervention Index. décimale : PER Périodiques Résumé : Purpose Increasing numbers of autistic students are attending mainstream education, but evidence suggests high levels of burnout due to inadequate supportive environments. This systematic review aimed to answer the research question ‘What is the efficacy and acceptability of interventions designed to increase the knowledge and acceptance of autism within staff at mainstream educational institutions?’. Methods The systematic review utilised a narrative synthesis and thematic synthesis following the Joanna Briggs Institute, Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines, and Cochrane, synthesising 23 studies. Results Of the studies which conducted statistical analyses, 84.62 %, 90 %, and 80 % reported a significant change in perceived knowledge, objective knowledge, and acceptance respectively. Thematic synthesis highlighted the value of intervention facilitation over independent study, input from autistic individuals, and the opportunity to learn new skills. Most focused on early years education in the USA, primarily delivered through in-person training sessions. Autistic individuals were rarely involved in intervention design or delivery and underlying theoretical and empirical evidence for the interventions were seldom described. Conclusion This review highlights the need for further, robust evidence to optimise autism training for staff in mainstream education, with the development and implementation of training interventions with key stakeholders to ensure the intervention is relevant, feasible, appropriate, and effective. En ligne : https://doi.org/10.1016/j.reia.2025.202704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Efficacy and acceptability of autism training for staff employed in mainstream education: A systematic review and thematic synthesis [texte imprimé] / Amber JOHNSON, Auteur ; Ebony MURRAY, Auteur ; Kimberley Caroline SCHENKE, Auteur ; Danielle STEPHENS-LEWIS, Auteur . - p.202704. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202704 Mots-clés : Autism  Teacher training  Professional development  Mainstream education  Intervention Index. décimale : PER Périodiques Résumé : Purpose Increasing numbers of autistic students are attending mainstream education, but evidence suggests high levels of burnout due to inadequate supportive environments. This systematic review aimed to answer the research question ‘What is the efficacy and acceptability of interventions designed to increase the knowledge and acceptance of autism within staff at mainstream educational institutions?’. Methods The systematic review utilised a narrative synthesis and thematic synthesis following the Joanna Briggs Institute, Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines, and Cochrane, synthesising 23 studies. Results Of the studies which conducted statistical analyses, 84.62 %, 90 %, and 80 % reported a significant change in perceived knowledge, objective knowledge, and acceptance respectively. Thematic synthesis highlighted the value of intervention facilitation over independent study, input from autistic individuals, and the opportunity to learn new skills. Most focused on early years education in the USA, primarily delivered through in-person training sessions. Autistic individuals were rarely involved in intervention design or delivery and underlying theoretical and empirical evidence for the interventions were seldom described. Conclusion This review highlights the need for further, robust evidence to optimise autism training for staff in mainstream education, with the development and implementation of training interventions with key stakeholders to ensure the intervention is relevant, feasible, appropriate, and effective. En ligne : https://doi.org/10.1016/j.reia.2025.202704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Resilience to COVID-19-related challenges in preschool-aged children with and without autism spectrum disorder / Eric J. MOODY in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202705 Titre : Resilience to COVID-19-related challenges in preschool-aged children with and without autism spectrum disorder Type de document : texte imprimé Auteurs : Eric J. MOODY, Auteur ; Brady Holst, Auteur ; Haley A. STURGES, Auteur ; Ethan DAHL, Auteur ; Tessa CRUME, Auteur ; Jamie KACZANIUK, Auteur ; Maureen S. DURKIN, Auteur ; Kristina HIGHTSHOE, Auteur ; Cy NADLER, Auteur ; Karen PAZOL, Auteur ; Steven A. ROSENBERG, Auteur ; Lisa WIGGINS, Auteur ; Carolyn DIGUISEPPI, Auteur Article en page(s) : p.202705 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  child resilience  maternal mental health  COVID-19 impact Index. décimale : PER Périodiques Résumé : This study examined factors related to resilience in children (46–91 months) with and without autism spectrum disorder (ASD) during the COVID-19 pandemic. From January 2021 to June 2021 a cross-sectional questionnaire measuring the pandemic’s impact on participants was administered to participants from The Study to Explore Early Development (SEED; N = 641). A sum score of items measuring child resilience was computed as an outcome. A Tobit regression was used to model the impact of child’s ASD status, demographic variables, child developmental characteristics, family income, parent work characteristics, and other family and maternal characteristics. There was no association between resilience and ASD status, but it was inversely related to maternal mental health challenges. Resilience was also significantly lower for Asian than non-Hispanic White children and inversely associated with child behavior problems. There was an interaction between loss of work and the family income. Child resilience is a complex phenomenon impacted by child, family, and social factors. Further research is needed to understand how to address factors negatively associated with child resilience and promote factors positively associated with child resilience. Focusing on family and social factors, along with direct child support, may promote resilience in all children. En ligne : https://doi.org/10.1016/j.reia.2025.202705 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Resilience to COVID-19-related challenges in preschool-aged children with and without autism spectrum disorder [texte imprimé] / Eric J. MOODY, Auteur ; Brady Holst, Auteur ; Haley A. STURGES, Auteur ; Ethan DAHL, Auteur ; Tessa CRUME, Auteur ; Jamie KACZANIUK, Auteur ; Maureen S. DURKIN, Auteur ; Kristina HIGHTSHOE, Auteur ; Cy NADLER, Auteur ; Karen PAZOL, Auteur ; Steven A. ROSENBERG, Auteur ; Lisa WIGGINS, Auteur ; Carolyn DIGUISEPPI, Auteur . - p.202705. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202705 Mots-clés : Autism spectrum disorder  child resilience  maternal mental health  COVID-19 impact Index. décimale : PER Périodiques Résumé : This study examined factors related to resilience in children (46–91 months) with and without autism spectrum disorder (ASD) during the COVID-19 pandemic. From January 2021 to June 2021 a cross-sectional questionnaire measuring the pandemic’s impact on participants was administered to participants from The Study to Explore Early Development (SEED; N = 641). A sum score of items measuring child resilience was computed as an outcome. A Tobit regression was used to model the impact of child’s ASD status, demographic variables, child developmental characteristics, family income, parent work characteristics, and other family and maternal characteristics. There was no association between resilience and ASD status, but it was inversely related to maternal mental health challenges. Resilience was also significantly lower for Asian than non-Hispanic White children and inversely associated with child behavior problems. There was an interaction between loss of work and the family income. Child resilience is a complex phenomenon impacted by child, family, and social factors. Further research is needed to understand how to address factors negatively associated with child resilience and promote factors positively associated with child resilience. Focusing on family and social factors, along with direct child support, may promote resilience in all children. En ligne : https://doi.org/10.1016/j.reia.2025.202705 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

A systematic review of multi-informant assessment approaches with autistic adults: Exploring autistic self-reporters and parent reporters / Olivia F. WARD in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202706 Titre : A systematic review of multi-informant assessment approaches with autistic adults: Exploring autistic self-reporters and parent reporters Type de document : texte imprimé Auteurs : Olivia F. WARD, Auteur ; Justine BRENNAN, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : p.202706 Langues : Anglais (eng) Mots-clés : Autism  Autistic adult  Self-report  Parent report  Multi-informant Index. décimale : PER Périodiques Résumé : Multi-informant approaches often offer a more comprehensive understanding of an individual and potentially enhance insight into autism in adulthood, or the developmental, psychological, and social experiences of autistic adults. Despite this potential, research into the use of multi-informant approaches involving autistic adults remains limited. The present systematic review evaluated research that utilized multi-informant assessment methods, specifically comparing autistic adult self-reports with their parent reports, to improve understanding of autistic adults’ experiences. This review synthesized findings of eight studies examining topics, analytic methods, and findings across multiple domains. Informant discrepancies were found in areas of quality of life, traits associated with autism, unmet service needs, obsessive compulsive impact, and sexuality and sexual knowledge. These discrepancies highlight the value of considering multiple perspectives as they may reflect the unique, context-specific insights of varied informants. Relying solely on either self- or parent-report risks overlooking critical aspects of autistic adults’ experiences. Yet, the appropriateness of relying on self or informant report should be determined by the specific research or clinical question and the constructs being assessed. Improving how information about autistic adults is collected in research and clinical practice may improve the overall understanding of autism in adulthood, potentially leading to more tailored interventions that align with individuals' needs. En ligne : https://doi.org/10.1016/j.reia.2025.202706 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] A systematic review of multi-informant assessment approaches with autistic adults: Exploring autistic self-reporters and parent reporters [texte imprimé] / Olivia F. WARD, Auteur ; Justine BRENNAN, Auteur ; Theodore S. TOMENY, Auteur . - p.202706. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202706 Mots-clés : Autism  Autistic adult  Self-report  Parent report  Multi-informant Index. décimale : PER Périodiques Résumé : Multi-informant approaches often offer a more comprehensive understanding of an individual and potentially enhance insight into autism in adulthood, or the developmental, psychological, and social experiences of autistic adults. Despite this potential, research into the use of multi-informant approaches involving autistic adults remains limited. The present systematic review evaluated research that utilized multi-informant assessment methods, specifically comparing autistic adult self-reports with their parent reports, to improve understanding of autistic adults’ experiences. This review synthesized findings of eight studies examining topics, analytic methods, and findings across multiple domains. Informant discrepancies were found in areas of quality of life, traits associated with autism, unmet service needs, obsessive compulsive impact, and sexuality and sexual knowledge. These discrepancies highlight the value of considering multiple perspectives as they may reflect the unique, context-specific insights of varied informants. Relying solely on either self- or parent-report risks overlooking critical aspects of autistic adults’ experiences. Yet, the appropriateness of relying on self or informant report should be determined by the specific research or clinical question and the constructs being assessed. Improving how information about autistic adults is collected in research and clinical practice may improve the overall understanding of autism in adulthood, potentially leading to more tailored interventions that align with individuals' needs. En ligne : https://doi.org/10.1016/j.reia.2025.202706 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

The upside of a purposeful career? Sense of calling, empathy, and attitude towards students with autism spectrum disorders among Chinese special education teachers / Jesus Alfonso D. DATU in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202707 Titre : The upside of a purposeful career? Sense of calling, empathy, and attitude towards students with autism spectrum disorders among Chinese special education teachers Type de document : texte imprimé Auteurs : Jesus Alfonso D. DATU, Auteur ; Pang FEIFAN, Auteur Article en page(s) : p.202707 Langues : Anglais (eng) Mots-clés : Calling  Attitudes toward ASD  Special education teachers  Autism spectrum disorders  Empathy Index. décimale : PER Périodiques Résumé : Purpose Previous studies have emphasized the critical role of individuals’ attitudes towards students with autism spectrum disorders (ASD) in designing inclusive educational contexts. However, investigations on school-based stakeholders’ psychological resources that foster positive attitudes towards students with ASD remain scarce and sporadic. This study examined the direct and indirect effects (via empathy of perspective taking) of sense of calling on attitudes toward ASD's dimensions (i.e., perceptions of improvement opportunities for children with ASD, attitudes towards the parents, and emotional responses when teaching students with ASD). Methods A cross-sectional study was conducted in a sample of 257 Chinese special education teachers. An online survey was administered to participants who agreed to join this investigation. Results Structural equation modeling showed that overall sense of calling was linked to more positive attitudes when controlling for the effects of empathy. Calling was indirectly linked to better perceptions of improvement opportunities and parents through increased empathy. However, calling was indirectly associated with more negative emotional responses through increased empathy. Conclusion Findings indicate the importance of creating professional development programs that promote teachers’ positive work meaning in inclusive educational contexts. En ligne : https://doi.org/10.1016/j.reia.2025.202707 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] The upside of a purposeful career? Sense of calling, empathy, and attitude towards students with autism spectrum disorders among Chinese special education teachers [texte imprimé] / Jesus Alfonso D. DATU, Auteur ; Pang FEIFAN, Auteur . - p.202707. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202707 Mots-clés : Calling  Attitudes toward ASD  Special education teachers  Autism spectrum disorders  Empathy Index. décimale : PER Périodiques Résumé : Purpose Previous studies have emphasized the critical role of individuals’ attitudes towards students with autism spectrum disorders (ASD) in designing inclusive educational contexts. However, investigations on school-based stakeholders’ psychological resources that foster positive attitudes towards students with ASD remain scarce and sporadic. This study examined the direct and indirect effects (via empathy of perspective taking) of sense of calling on attitudes toward ASD's dimensions (i.e., perceptions of improvement opportunities for children with ASD, attitudes towards the parents, and emotional responses when teaching students with ASD). Methods A cross-sectional study was conducted in a sample of 257 Chinese special education teachers. An online survey was administered to participants who agreed to join this investigation. Results Structural equation modeling showed that overall sense of calling was linked to more positive attitudes when controlling for the effects of empathy. Calling was indirectly linked to better perceptions of improvement opportunities and parents through increased empathy. However, calling was indirectly associated with more negative emotional responses through increased empathy. Conclusion Findings indicate the importance of creating professional development programs that promote teachers’ positive work meaning in inclusive educational contexts. En ligne : https://doi.org/10.1016/j.reia.2025.202707 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Autistic and non-autistic prosocial decision-making: The impact of recipient neurotype / Peter RUSH in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202710 Titre : Autistic and non-autistic prosocial decision-making: The impact of recipient neurotype Type de document : texte imprimé Auteurs : Peter RUSH, Auteur ; Connor T. KEATING, Auteur ; Selma LUGTMEIJER, Auteur ; Evie ALLMARK, Auteur ; Anna DAVIS, Auteur ; Aradhna BEEJADHUR, Auteur ; Amy TARLING, Auteur ; Samuel HANNON, Auteur ; Kelan TODD, Auteur ; Alexander IDDLES, Auteur ; Chaitrali VICHARE, Auteur ; Michael J. M. GACHOMBA, Auteur ; Patricia L. LOCKWOOD, Auteur ; Matthew APPS, Auteur ; Sophie SOWDEN-CARVALHO, Auteur Article en page(s) : p.202710 Langues : Anglais (eng) Mots-clés : Autism  Adults  Prosocial behaviour  Decision-making  Neurotype-matching Index. décimale : PER Périodiques Résumé : A body of research suggests cross-neurotype interpersonal interactions may be more challenging, and non-autistic individuals show less interest in interacting with their autistic peers. However, it is not clear whether such cross-neurotype differences extend to prosocial decision-making behaviour – something that is vital for forming and maintaining social bonds. Using a physical-effort-based decision-making paradigm, in combination with computational modelling, we examined 30 autistic and 30 non-autistic individuals’ prosocial willingness to exert physical effort for oneself and others, as a function of whether the beneficiary shares their neurotype or not. We compared decisions to exert effort and action energisation when participants made decisions for the Self, Other Same neurotype and Other Different neurotype. Results showed a robust self-bias in effort discounting, with both groups choosing to exert more effort for themselves than others, and no differences between same and different neurotype others. However, while non-autistic participants showed no difference in action energisation between the same and different neurotype others, autistic participants exerted significantly more force for others of the same neurotype. Implicit, but not explicit, biases held about autism played a role: in autistic participants, higher implicit autism stigma predicted differences in effort discounting between same and different neurotype others, while in non-autistic participants, implicit bias predicted differences in actual effort exerted rather than decision-making. This work has important implications for understanding how interactor neurotypes and autism-specific biases may feed into prosocial decision-making contexts such as employment, health and education settings, where autistic individuals face the everyday consideration of whether to disclose their diagnostic status. En ligne : https://doi.org/10.1016/j.reia.2025.202710 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Autistic and non-autistic prosocial decision-making: The impact of recipient neurotype [texte imprimé] / Peter RUSH, Auteur ; Connor T. KEATING, Auteur ; Selma LUGTMEIJER, Auteur ; Evie ALLMARK, Auteur ; Anna DAVIS, Auteur ; Aradhna BEEJADHUR, Auteur ; Amy TARLING, Auteur ; Samuel HANNON, Auteur ; Kelan TODD, Auteur ; Alexander IDDLES, Auteur ; Chaitrali VICHARE, Auteur ; Michael J. M. GACHOMBA, Auteur ; Patricia L. LOCKWOOD, Auteur ; Matthew APPS, Auteur ; Sophie SOWDEN-CARVALHO, Auteur . - p.202710. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202710 Mots-clés : Autism  Adults  Prosocial behaviour  Decision-making  Neurotype-matching Index. décimale : PER Périodiques Résumé : A body of research suggests cross-neurotype interpersonal interactions may be more challenging, and non-autistic individuals show less interest in interacting with their autistic peers. However, it is not clear whether such cross-neurotype differences extend to prosocial decision-making behaviour – something that is vital for forming and maintaining social bonds. Using a physical-effort-based decision-making paradigm, in combination with computational modelling, we examined 30 autistic and 30 non-autistic individuals’ prosocial willingness to exert physical effort for oneself and others, as a function of whether the beneficiary shares their neurotype or not. We compared decisions to exert effort and action energisation when participants made decisions for the Self, Other Same neurotype and Other Different neurotype. Results showed a robust self-bias in effort discounting, with both groups choosing to exert more effort for themselves than others, and no differences between same and different neurotype others. However, while non-autistic participants showed no difference in action energisation between the same and different neurotype others, autistic participants exerted significantly more force for others of the same neurotype. Implicit, but not explicit, biases held about autism played a role: in autistic participants, higher implicit autism stigma predicted differences in effort discounting between same and different neurotype others, while in non-autistic participants, implicit bias predicted differences in actual effort exerted rather than decision-making. This work has important implications for understanding how interactor neurotypes and autism-specific biases may feed into prosocial decision-making contexts such as employment, health and education settings, where autistic individuals face the everyday consideration of whether to disclose their diagnostic status. En ligne : https://doi.org/10.1016/j.reia.2025.202710 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Emotion regulation and behavior concerns: An examination of outcomes for a school-based CBT intervention for anxiety in students with autism or suspected autism / Allison T. MEYER in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202711 Titre : Emotion regulation and behavior concerns: An examination of outcomes for a school-based CBT intervention for anxiety in students with autism or suspected autism Type de document : texte imprimé Auteurs : Allison T. MEYER, Auteur ; Katherine PICKARD, Auteur ; Nuri REYES, Auteur ; Richard BOLES, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.202711 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Emotion regulation  Externalizing behaviors  Cognitive behavioral therapy (CBT)  School-based intervention Index. décimale : PER Périodiques Résumé : Autistic youth are at elevated risk for co-occurring mental health challenges, including internalizing and externalizing symptoms. Emotion regulation (ER) difficulties may be a transdiagnostic mechanism underlying these symptoms; however, further research is needed to examine how anxiety interventions impact ER in autistic youth. Emerging evidence suggests that Cognitive Behavior Therapy (CBT) for anxiety such as the Facing Your Fears (FYF) program, may also influence ER and understanding these outcomes could provide critical insights for tailoring interventions to better address the complex mental health needs of autistic youth. This study utilized secondary data from a cluster randomized trial evaluating the Facing Your Fears in Schools (FYF-S) program, a manualized, group-based, CBT intervention for autistic youth with anxiety. We assessed changes in (1) emotion dysregulation; and (2) externalizing behavior for youth randomized to either FYF-S or Usual Care (UC). Participants included 81 students aged 8–14 with autism or suspected autism and interfering anxiety symptoms, all receiving services through an Individualized Education Plan (IEP). Parents and students reported on ER and externalizing symptoms pre-post intervention. Results indicated that children in the FYF-S group reported significantly greater reductions in emotional symptoms and behavioral difficulties compared to UC, with marginal improvements in conduct problems based on child report. No significant changes were noted in parent-reported outcomes. This suggests that the impact of FYF-S may go beyond anxiety reduction alone according to youth report; however, it was surprising that parent report of ER and externalizing symptoms did not change pre-post intervention. En ligne : https://doi.org/10.1016/j.reia.2025.202711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Emotion regulation and behavior concerns: An examination of outcomes for a school-based CBT intervention for anxiety in students with autism or suspected autism [texte imprimé] / Allison T. MEYER, Auteur ; Katherine PICKARD, Auteur ; Nuri REYES, Auteur ; Richard BOLES, Auteur ; Lisa HAYUTIN, Auteur ; Caitlin MIDDLETON, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy REAVEN, Auteur . - p.202711. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202711 Mots-clés : Autism  Anxiety  Emotion regulation  Externalizing behaviors  Cognitive behavioral therapy (CBT)  School-based intervention Index. décimale : PER Périodiques Résumé : Autistic youth are at elevated risk for co-occurring mental health challenges, including internalizing and externalizing symptoms. Emotion regulation (ER) difficulties may be a transdiagnostic mechanism underlying these symptoms; however, further research is needed to examine how anxiety interventions impact ER in autistic youth. Emerging evidence suggests that Cognitive Behavior Therapy (CBT) for anxiety such as the Facing Your Fears (FYF) program, may also influence ER and understanding these outcomes could provide critical insights for tailoring interventions to better address the complex mental health needs of autistic youth. This study utilized secondary data from a cluster randomized trial evaluating the Facing Your Fears in Schools (FYF-S) program, a manualized, group-based, CBT intervention for autistic youth with anxiety. We assessed changes in (1) emotion dysregulation; and (2) externalizing behavior for youth randomized to either FYF-S or Usual Care (UC). Participants included 81 students aged 8–14 with autism or suspected autism and interfering anxiety symptoms, all receiving services through an Individualized Education Plan (IEP). Parents and students reported on ER and externalizing symptoms pre-post intervention. Results indicated that children in the FYF-S group reported significantly greater reductions in emotional symptoms and behavioral difficulties compared to UC, with marginal improvements in conduct problems based on child report. No significant changes were noted in parent-reported outcomes. This suggests that the impact of FYF-S may go beyond anxiety reduction alone according to youth report; however, it was surprising that parent report of ER and externalizing symptoms did not change pre-post intervention. En ligne : https://doi.org/10.1016/j.reia.2025.202711 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Predicting autistic traits, anxiety and depression symptoms using camouflaging autistic traits questionnaire (CAT-Q-ES): A machine learning study / Sabela CONDE-PUMPIDO ZUBIZARRETA in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202712 Titre : Predicting autistic traits, anxiety and depression symptoms using camouflaging autistic traits questionnaire (CAT-Q-ES): A machine learning study Type de document : texte imprimé Auteurs : Sabela CONDE-PUMPIDO ZUBIZARRETA, Auteur ; María TUBÍO-FUNGUEIRIÑO, Auteur ; Marta POZO-RODRÍGUEZ, Auteur ; Ángel CARRACEDO, Auteur ; Eva CERNADAS, Auteur ; Manuel FERNÁNDEZ-DELGADO, Auteur ; Montse FERNÁNDEZ-PRIETO, Auteur Article en page(s) : p.202712 Langues : Anglais (eng) Mots-clés : ASD  Autism  CAT-Q-ES  Camouflaging  Supervised machine learning  Mental health  Gender Index. décimale : PER Périodiques Résumé : Research has linked camouflaging with compensating and hiding autistic traits during social interactions. Furthermore, these strategies have been linked to increased anxiety and depression symptoms and to greater reliance on camouflaging behaviors among individuals with more autistic traits, even in non-autistic populations. This study evaluated the viability of a machine learning algorithm to predict autistic traits and symptoms of depression and anxiety using camouflaging behaviors. The sample included 601 participants: 102 autistic adults (72 women, 18 men, and 12 non-binary individuals) and 499 non-autistic adults (399 women, 92 men, and eight non-binary individuals). The study predicted autistic traits measured with the Broader Autism Phenotype Questionnaire (BAPQ) subscales - Aloofness, Pragmatics, and Rigidity - as well as the total score of depressive (Patient Health Questionnaire - PHQ-9) and anxious symptoms (General Anxiety Disorder - GAD-7) using the individual items from the Camouflaging Autistic Traits Questionnaire Spanish version (CAT-Q-ES) as predictors. We developed fifty supervised learning models, including support vector machines, neural networks, linear regressors, decision trees, random forests, and Gaussian processes, among others. Correlation coefficients between true and predicted scores were strong for Aloofness (R=.85), Pragmatics (R=.82), and Rigidity (R=.74), being only moderate for Depression (R=.60) and Anxiety (R=.54). Autism diagnosis or gender identity did not improve the prediction’s accuracy. These results show the viability of machine learning algorithms to predict autistic traits (Aloofness, Pragmatics and Rigidity) and anxiety-depression symptoms, using the CAT-Q-ES. This suggests potential for developing a tool that may improve autistic traits and emotional problems screening in individuals whose diagnosis is unclear or not yet established, regardless of gender identity. En ligne : https://doi.org/10.1016/j.reia.2025.202712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Predicting autistic traits, anxiety and depression symptoms using camouflaging autistic traits questionnaire (CAT-Q-ES): A machine learning study [texte imprimé] / Sabela CONDE-PUMPIDO ZUBIZARRETA, Auteur ; María TUBÍO-FUNGUEIRIÑO, Auteur ; Marta POZO-RODRÍGUEZ, Auteur ; Ángel CARRACEDO, Auteur ; Eva CERNADAS, Auteur ; Manuel FERNÁNDEZ-DELGADO, Auteur ; Montse FERNÁNDEZ-PRIETO, Auteur . - p.202712. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202712 Mots-clés : ASD  Autism  CAT-Q-ES  Camouflaging  Supervised machine learning  Mental health  Gender Index. décimale : PER Périodiques Résumé : Research has linked camouflaging with compensating and hiding autistic traits during social interactions. Furthermore, these strategies have been linked to increased anxiety and depression symptoms and to greater reliance on camouflaging behaviors among individuals with more autistic traits, even in non-autistic populations. This study evaluated the viability of a machine learning algorithm to predict autistic traits and symptoms of depression and anxiety using camouflaging behaviors. The sample included 601 participants: 102 autistic adults (72 women, 18 men, and 12 non-binary individuals) and 499 non-autistic adults (399 women, 92 men, and eight non-binary individuals). The study predicted autistic traits measured with the Broader Autism Phenotype Questionnaire (BAPQ) subscales - Aloofness, Pragmatics, and Rigidity - as well as the total score of depressive (Patient Health Questionnaire - PHQ-9) and anxious symptoms (General Anxiety Disorder - GAD-7) using the individual items from the Camouflaging Autistic Traits Questionnaire Spanish version (CAT-Q-ES) as predictors. We developed fifty supervised learning models, including support vector machines, neural networks, linear regressors, decision trees, random forests, and Gaussian processes, among others. Correlation coefficients between true and predicted scores were strong for Aloofness (R=.85), Pragmatics (R=.82), and Rigidity (R=.74), being only moderate for Depression (R=.60) and Anxiety (R=.54). Autism diagnosis or gender identity did not improve the prediction’s accuracy. These results show the viability of machine learning algorithms to predict autistic traits (Aloofness, Pragmatics and Rigidity) and anxiety-depression symptoms, using the CAT-Q-ES. This suggests potential for developing a tool that may improve autistic traits and emotional problems screening in individuals whose diagnosis is unclear or not yet established, regardless of gender identity. En ligne : https://doi.org/10.1016/j.reia.2025.202712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Feasibility and initial outcomes of a group exercise-based social intervention (So Fit) for autistic children / Christopher LOPATA in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202713 Titre : Feasibility and initial outcomes of a group exercise-based social intervention (So Fit) for autistic children Type de document : texte imprimé Auteurs : Christopher LOPATA, Auteur ; Karl F. KOZLOWSKI, Auteur ; Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; James P. DONNELLY, Auteur ; Emma M. RADEL, Auteur ; Jules B. JONES, Auteur ; Madison S. SINWELL, Auteur Article en page(s) : p.202713 Langues : Anglais (eng) Mots-clés : So Fit  Social intervention  Exercise  Autistic children Index. décimale : PER Périodiques Résumé : This study assessed the feasibility and initial outcomes of an innovative group exercise-based social intervention (So Fit) on the social functioning, ASD-features, and physical performance of autistic children, ages 7–12 years (N = 28). The So Fit manualized intervention (prescribed content and instructional procedures) was delivered to groups of 8–11 autistic children, and it consisted of two 60-minute sessions per week over 10 weeks. Each session included a skills instruction component targeting social and physical performance skills (10–15 min) followed by an exercise-based activity (45–50 min) to promote social interactions, practice social skills, and receive feedback. A behavioral reinforcement system was also implemented to foster skills development and improve ASD-features. Lastly, parents participated in three psychoeducational parent training groups on the program, and strategies for teaching, reinforcing, and generalizing skills/behaviors outside the program setting. Fidelity was high, parent and child satisfaction were good, and there were no adverse events/injuries or withdrawals supporting feasibility. Pre-posttest comparisons indicated significant improvements in parent-rated social skills and ASD-features, and on objective observations/tests of child social performance, social knowledge, and physical performance. Additional testing of So Fit in a randomized trial appears warranted and recommendations are provided. En ligne : https://doi.org/10.1016/j.reia.2025.202713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Feasibility and initial outcomes of a group exercise-based social intervention (So Fit) for autistic children [texte imprimé] / Christopher LOPATA, Auteur ; Karl F. KOZLOWSKI, Auteur ; Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; James P. DONNELLY, Auteur ; Emma M. RADEL, Auteur ; Jules B. JONES, Auteur ; Madison S. SINWELL, Auteur . - p.202713. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202713 Mots-clés : So Fit  Social intervention  Exercise  Autistic children Index. décimale : PER Périodiques Résumé : This study assessed the feasibility and initial outcomes of an innovative group exercise-based social intervention (So Fit) on the social functioning, ASD-features, and physical performance of autistic children, ages 7–12 years (N = 28). The So Fit manualized intervention (prescribed content and instructional procedures) was delivered to groups of 8–11 autistic children, and it consisted of two 60-minute sessions per week over 10 weeks. Each session included a skills instruction component targeting social and physical performance skills (10–15 min) followed by an exercise-based activity (45–50 min) to promote social interactions, practice social skills, and receive feedback. A behavioral reinforcement system was also implemented to foster skills development and improve ASD-features. Lastly, parents participated in three psychoeducational parent training groups on the program, and strategies for teaching, reinforcing, and generalizing skills/behaviors outside the program setting. Fidelity was high, parent and child satisfaction were good, and there were no adverse events/injuries or withdrawals supporting feasibility. Pre-posttest comparisons indicated significant improvements in parent-rated social skills and ASD-features, and on objective observations/tests of child social performance, social knowledge, and physical performance. Additional testing of So Fit in a randomized trial appears warranted and recommendations are provided. En ligne : https://doi.org/10.1016/j.reia.2025.202713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children / Jia-Min BAI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202714 Titre : Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children Type de document : texte imprimé Auteurs : Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur Article en page(s) : p.202714 Langues : Anglais (eng) Mots-clés : Emotional prosody  Executive function  Theory of Mind  School-aged children  Autism Index. décimale : PER Périodiques Résumé : Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. En ligne : https://doi.org/10.1016/j.reia.2025.202714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Linking emotion recognition of speech to executive function and advanced Theory of Mind in school-aged autistic children [texte imprimé] / Jia-Min BAI, Auteur ; Feng-Ming TSAO, Auteur . - p.202714. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202714 Mots-clés : Emotional prosody  Executive function  Theory of Mind  School-aged children  Autism Index. décimale : PER Périodiques Résumé : Emotional prosody conveys a speaker’s implicit intentions during daily communication. Impaired recognition of emotional prosody has been linked to poor social skills in school-aged autistic children. While executive function (EF) and the advanced Theory of Mind (ToM) are associated with social communication in autistic children, the role of emotional prosody recognition in these relationships remains unclear. Moreover, it is uncertain whether communication difficulties among autistic children stem from less efficient use of the same cognitive mechanisms, i.e., EF, and advanced ToM, as typically developing (TD) children or from fundamentally different perceptual processes in prosody recognition. This study comprehensively examined the emotional prosody recognition performance and its relationship with EF and advanced ToM in school-aged autistic children (n = 41) and TD (n = 42). Emotional prosody recognition, EF (including inhibition and cognitive flexibility), and advanced ToM were assessed using behavioral tasks. The results showed that autistic children performed significantly worse than their TD peers in recognizing emotions from monosyllabic words. Hierarchical linear regression analysis revealed that EF, but not advanced ToM, contributed to emotional prosody recognition in the autistic group. By contrast, neither EF nor advanced ToM predicted prosody recognition in the TD group. These findings suggest that the mechanisms underlying emotional prosody recognition differ between autistic children and TD children in middle childhood. These findings highlight the potential value of incorporating emotional prosody and EF training into intervention programs to improve communication among autistic children. En ligne : https://doi.org/10.1016/j.reia.2025.202714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Commentary: Childhood chronic neurodevelopmental disorders and the crisis of misaligned research funding / Daniel B. CAMPBELL in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202715 Titre : Commentary: Childhood chronic neurodevelopmental disorders and the crisis of misaligned research funding Type de document : texte imprimé Auteurs : Daniel B. CAMPBELL, Auteur ; Lucas POZZO-MILLER, Auteur ; Jeremy W. PROKOP, Auteur Article en page(s) : p.202715 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Commentary: Childhood chronic neurodevelopmental disorders and the crisis of misaligned research funding [texte imprimé] / Daniel B. CAMPBELL, Auteur ; Lucas POZZO-MILLER, Auteur ; Jeremy W. PROKOP, Auteur . - p.202715. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202715 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Tracking change: A follow-up on the culturally adapted ¡Iniciando! La Adultez program / Antonio F. PAGÁN in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202716 Titre : Tracking change: A follow-up on the culturally adapted ¡Iniciando! La Adultez program Type de document : texte imprimé Auteurs : Antonio F. PAGÁN, Auteur ; Katherine A. LOVELAND, Auteur ; Ron ACIERNO, Auteur Article en page(s) : p.202716 Langues : Anglais (eng) Mots-clés : Long-term follow-up  Culturally adapted intervention  Latino young adults  Autism Spectrum Disorder  Program engagement Index. décimale : PER Périodiques Résumé : Introduction Research on interventions for Latino young adults with Autism Spectrum Disorder (ASD) and their families often faces challenges in long-term engagement. This study aimed to assess the feasibility and effectiveness of the culturally adapted ¡Iniciando! La Adultez program through a long-term follow-up. Methods A cohort of Latino young adults with ASD and their families who participated in the ¡Iniciando! La Adultez program were followed for six months post-intervention. Participants were assessed at three and six months to evaluate continued engagement and outcomes. Retention rates at each follow-up point were calculated. Results The study demonstrated high retention rates, with 48 out of 50 participants (96 %) completing the three-month follow-up and 40 out of 43 participants (93 %) completing the six-month follow-up. Beyond engagement, participants and parents reported significant and sustained improvements in multiple domains, including adaptive behavior, executive functioning, and quality of life for young adults. Parents also reported gains in their young adults adaptive functioning, executive functioning, and transition readiness. Discussion The high retention rates suggest that culturally adapted interventions like ¡Iniciando! La Adultez can effectively maintain long-term engagement within Latino families, a population often underrepresented in research. However, limitations including a small sample size, the potential for bias due to non-blinded data collection, and challenges with missing data that limited more complex analyses should be considered. Future research should prioritize larger, more diverse samples, employ independent raters, and implement robust strategies for managing missing data to strengthen the generalizability and rigor of findings in this area. En ligne : https://doi.org/10.1016/j.reia.2025.202716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Tracking change: A follow-up on the culturally adapted ¡Iniciando! La Adultez program [texte imprimé] / Antonio F. PAGÁN, Auteur ; Katherine A. LOVELAND, Auteur ; Ron ACIERNO, Auteur . - p.202716. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202716 Mots-clés : Long-term follow-up  Culturally adapted intervention  Latino young adults  Autism Spectrum Disorder  Program engagement Index. décimale : PER Périodiques Résumé : Introduction Research on interventions for Latino young adults with Autism Spectrum Disorder (ASD) and their families often faces challenges in long-term engagement. This study aimed to assess the feasibility and effectiveness of the culturally adapted ¡Iniciando! La Adultez program through a long-term follow-up. Methods A cohort of Latino young adults with ASD and their families who participated in the ¡Iniciando! La Adultez program were followed for six months post-intervention. Participants were assessed at three and six months to evaluate continued engagement and outcomes. Retention rates at each follow-up point were calculated. Results The study demonstrated high retention rates, with 48 out of 50 participants (96 %) completing the three-month follow-up and 40 out of 43 participants (93 %) completing the six-month follow-up. Beyond engagement, participants and parents reported significant and sustained improvements in multiple domains, including adaptive behavior, executive functioning, and quality of life for young adults. Parents also reported gains in their young adults adaptive functioning, executive functioning, and transition readiness. Discussion The high retention rates suggest that culturally adapted interventions like ¡Iniciando! La Adultez can effectively maintain long-term engagement within Latino families, a population often underrepresented in research. However, limitations including a small sample size, the potential for bias due to non-blinded data collection, and challenges with missing data that limited more complex analyses should be considered. Future research should prioritize larger, more diverse samples, employ independent raters, and implement robust strategies for managing missing data to strengthen the generalizability and rigor of findings in this area. En ligne : https://doi.org/10.1016/j.reia.2025.202716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Advancing the understanding of mental health in autistic youth: Implications from developmental psychopathology and neurodiversity perspectives / Sharada G. Krishnan in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202717 Titre : Advancing the understanding of mental health in autistic youth: Implications from developmental psychopathology and neurodiversity perspectives Type de document : texte imprimé Auteurs : Sharada G. Krishnan, Auteur ; Gael I. ORSMOND, Auteur Article en page(s) : p.202717 Langues : Anglais (eng) Mots-clés : Autism  Mental health  Developmental psychopathology  Neurodiversity  Strengths-based approaches  Resilience  Children and youth Index. décimale : PER Périodiques Résumé : Autistic youth experience disproportionately high rates of mental health challenges, including anxiety and depression, which often persist into adulthood and impact quality of life. Despite growing attention, research on mental health in autistic youth has not been consistently grounded in explicit theoretical frameworks. We review two theoretical perspectives—developmental psychopathology and the neurodiversity paradigm—that can enrich an understanding of mental health in autistic youth and guide future research in this area. A developmental psychopathology perspective focuses on the dynamic interactions among risk, protective, and promotive factors that influence mental health, while the neurodiversity paradigm frames autism as a valued form of human diversity and centers lived experiences, strengths, and contextual barriers. We first trace the historical contributions of developmental psychopathology to autism research and examine tensions between this body of work and the neurodiversity paradigm. We then explore how a developmental psychopathology perspective, when focused specifically on mental health in autistic youth, and the neurodiversity paradigm can be integrated to advance mental health research across three areas: (1) the measurement of mental health outcomes, (2) the identification of risk, protective, and promotive factors, and (3) the impact of traumatic experiences on resilience and mental health. Leveraging the strengths of both a developmental psychopathology perspective and the neurodiversity paradigm can advance a more theoretically grounded, methodologically rigorous, and neurodiversity-informed research agenda aligned with the priorities of the autistic community. En ligne : https://doi.org/10.1016/j.reia.2025.202717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Advancing the understanding of mental health in autistic youth: Implications from developmental psychopathology and neurodiversity perspectives [texte imprimé] / Sharada G. Krishnan, Auteur ; Gael I. ORSMOND, Auteur . - p.202717. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202717 Mots-clés : Autism  Mental health  Developmental psychopathology  Neurodiversity  Strengths-based approaches  Resilience  Children and youth Index. décimale : PER Périodiques Résumé : Autistic youth experience disproportionately high rates of mental health challenges, including anxiety and depression, which often persist into adulthood and impact quality of life. Despite growing attention, research on mental health in autistic youth has not been consistently grounded in explicit theoretical frameworks. We review two theoretical perspectives—developmental psychopathology and the neurodiversity paradigm—that can enrich an understanding of mental health in autistic youth and guide future research in this area. A developmental psychopathology perspective focuses on the dynamic interactions among risk, protective, and promotive factors that influence mental health, while the neurodiversity paradigm frames autism as a valued form of human diversity and centers lived experiences, strengths, and contextual barriers. We first trace the historical contributions of developmental psychopathology to autism research and examine tensions between this body of work and the neurodiversity paradigm. We then explore how a developmental psychopathology perspective, when focused specifically on mental health in autistic youth, and the neurodiversity paradigm can be integrated to advance mental health research across three areas: (1) the measurement of mental health outcomes, (2) the identification of risk, protective, and promotive factors, and (3) the impact of traumatic experiences on resilience and mental health. Leveraging the strengths of both a developmental psychopathology perspective and the neurodiversity paradigm can advance a more theoretically grounded, methodologically rigorous, and neurodiversity-informed research agenda aligned with the priorities of the autistic community. En ligne : https://doi.org/10.1016/j.reia.2025.202717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Elopement in Autism; impacts on parents in low-resource settings / Sayyed Ali SAMADI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202718 Titre : Elopement in Autism; impacts on parents in low-resource settings Type de document : texte imprimé Auteurs : Sayyed Ali SAMADI, Auteur ; Hero M. RASHID, Auteur Article en page(s) : p.202718 Langues : Anglais (eng) Mots-clés : Elopement  Wandering  Parental impacts  Autism  Kurdistan  Low Resources Settings Index. décimale : PER Périodiques Résumé : Background Elopement, a common wandering behavior among the population with autism, is explored in this study by examining the perceptions of Kurdish parents of their autistic children. There is limited research on the opinions of Kurdish caregivers regarding the various behaviors associated with autism. Methods A mixed-methods approach was used, surveying 101 Kurdish parents of autistic children who attended a daycare center in Erbil. The study included evaluating caregivers through different health scales and conducting interviews to gather their expressed ideas. Results Parents of children who exhibited elopement reported higher stress levels compared to those without. The study also revealed that Kurdish parents use various terms to describe elopement behavior. Conclusions This study highlights that the majority of the sample of Kurdish caregivers reported feeling a heightened sense of stress, trauma, and an increase in the risk of family conflicts when discussing the elopement behaviors of their children. Further research is crucial to improve our knowledge of how behaviors like wandering are perceived by caregivers of individuals with autism in low and middle-income countries. En ligne : https://doi.org/10.1016/j.reia.2025.202718 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Elopement in Autism; impacts on parents in low-resource settings [texte imprimé] / Sayyed Ali SAMADI, Auteur ; Hero M. RASHID, Auteur . - p.202718. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202718 Mots-clés : Elopement  Wandering  Parental impacts  Autism  Kurdistan  Low Resources Settings Index. décimale : PER Périodiques Résumé : Background Elopement, a common wandering behavior among the population with autism, is explored in this study by examining the perceptions of Kurdish parents of their autistic children. There is limited research on the opinions of Kurdish caregivers regarding the various behaviors associated with autism. Methods A mixed-methods approach was used, surveying 101 Kurdish parents of autistic children who attended a daycare center in Erbil. The study included evaluating caregivers through different health scales and conducting interviews to gather their expressed ideas. Results Parents of children who exhibited elopement reported higher stress levels compared to those without. The study also revealed that Kurdish parents use various terms to describe elopement behavior. Conclusions This study highlights that the majority of the sample of Kurdish caregivers reported feeling a heightened sense of stress, trauma, and an increase in the risk of family conflicts when discussing the elopement behaviors of their children. Further research is crucial to improve our knowledge of how behaviors like wandering are perceived by caregivers of individuals with autism in low and middle-income countries. En ligne : https://doi.org/10.1016/j.reia.2025.202718 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

“In our language”: Acceptability and impact of executive function videos for Spanish-speaking families / Jonathan SAFER-LICHTENSTEIN in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202719 Titre : “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families Type de document : texte imprimé Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna C. ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura ANTHONY, Auteur Article en page(s) : p.202719 Langues : Anglais (eng) Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] “In our language”: Acceptability and impact of executive function videos for Spanish-speaking families [texte imprimé] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura CAMPOS, Auteur ; Jessica V. SMITH, Auteur ; Tennyson DAHLMAN, Auteur ; Susan MIKULICH-GILBERTSON, Auteur ; Jessica HOLMES, Auteur ; Alyssa VERBALIS, Auteur ; Allison RATTO, Auteur ; Kristi HARDY, Auteur ; Anna C. ARMOUR, Auteur ; Bruno J. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Laura ANTHONY, Auteur . - p.202719. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202719 Mots-clés : Autism  ADHD  Hispanic/ Latine  Spanish  Executive functioning  Parents/ caregivers Index. décimale : PER Périodiques Résumé : Purpose Predominantly Spanish-speaking Hispanic/Latine families of children with neurodevelopmental conditions (e.g., autism, ADHD) in the U.S. face barriers accessing intervention services. This study evaluated the acceptability and effectiveness of executive function (EF) support videos translated into Spanish for caregivers in this community. Methods In this pragmatic trial, 37 caregivers of neurodivergent children aged 8–11 reviewed 12 brief EF-focused videos addressing skills like flexible thinking, planning, and self-regulation, with strategies for home use. The original English-language videos were developed with input from a Community Advisory Board (CAB) to ensure broad applicability across socioeconomic and racial/ethnic backgrounds, then directly translated and dubbed by a bilingual team. Caregivers completed pre/post measures assessing EF knowledge, caregiver strain, child EF difficulties, and video acceptability and feasibility. Focus groups were used to contextualize and expand on quantitative findings. An exploratory comparison was made to a prior English-language video cohort. Results Caregivers in the Spanish video cohort reported high acceptability and feasibility and demonstrated improvements in EF knowledge, reduced strain, and improved child EF outcomes. These outcomes were greater than those in the English video cohort. Focus group participants emphasized the relevance of the content, the practicality of the format, and the importance of receiving resources in their native language. Conclusion These findings highlight the potential of pragmatic, scalable, and linguistically accessible intervention resources for underserved communities. The EF videos, though directly translated with limited culturally specific adaptation, were well-received and effective in improving outcomes for Spanish-speaking caregivers. En ligne : https://doi.org/10.1016/j.reia.2025.202719 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

AutisTikTok: Analyzing top autism hashtags for creator, content, and persistence over time / Maia KARPINSKY in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202720 Titre : AutisTikTok: Analyzing top autism hashtags for creator, content, and persistence over time Type de document : texte imprimé Auteurs : Maia KARPINSKY, Auteur ; Tyler C. MCFAYDEN, Auteur ; Abbigail WAYCASTER, Auteur ; Amanda NEAL, Auteur ; Clare HARROP, Auteur Article en page(s) : p.202720 Langues : Anglais (eng) Mots-clés : Autism  TikTok  Social media  Public health  Stakeholder outcomes Index. décimale : PER Périodiques Résumé : Purpose Despite the rising popularity of the social media platform TikTok, only a handful of studies have examined the content of autism-related TikTok videos Methods We extracted and coded the top 40 videos from the five most popular autism hashtags at two time points (N = 400 videos; n = 275 after removal of duplicates). Variables of interest included content and creator characteristics, language use, and understandability/actionability Results Videos received up to 5.26B views and 9.5 M likes. Most commonly, creators were self-advocates (61.8 %) and used she/they pronouns (26.6 %). Content was most likely to use identity-first (80.8 %) and nonableist language (70.6 %) about lived experiences (75.7 %) with mixed positive and negative valence (84 %), although varied by creators. TikTok videos were understandable to lay audiences but did not contain actionable information Conclusion Our results suggest the media portrayal of autism on TikTok differs from the medicalized field of autism information and may serve important roles in psychoeducation and belongingness for neurodivergent communities. En ligne : https://doi.org/10.1016/j.reia.2025.202720 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] AutisTikTok: Analyzing top autism hashtags for creator, content, and persistence over time [texte imprimé] / Maia KARPINSKY, Auteur ; Tyler C. MCFAYDEN, Auteur ; Abbigail WAYCASTER, Auteur ; Amanda NEAL, Auteur ; Clare HARROP, Auteur . - p.202720. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202720 Mots-clés : Autism  TikTok  Social media  Public health  Stakeholder outcomes Index. décimale : PER Périodiques Résumé : Purpose Despite the rising popularity of the social media platform TikTok, only a handful of studies have examined the content of autism-related TikTok videos Methods We extracted and coded the top 40 videos from the five most popular autism hashtags at two time points (N = 400 videos; n = 275 after removal of duplicates). Variables of interest included content and creator characteristics, language use, and understandability/actionability Results Videos received up to 5.26B views and 9.5 M likes. Most commonly, creators were self-advocates (61.8 %) and used she/they pronouns (26.6 %). Content was most likely to use identity-first (80.8 %) and nonableist language (70.6 %) about lived experiences (75.7 %) with mixed positive and negative valence (84 %), although varied by creators. TikTok videos were understandable to lay audiences but did not contain actionable information Conclusion Our results suggest the media portrayal of autism on TikTok differs from the medicalized field of autism information and may serve important roles in psychoeducation and belongingness for neurodivergent communities. En ligne : https://doi.org/10.1016/j.reia.2025.202720 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing / Eleni PERISTERI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202721 Titre : Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing Type de document : texte imprimé Auteurs : Eleni PERISTERI, Auteur ; Michaela NERANTZINI, Auteur ; Timothy C. PAPADOPOULOS, Auteur ; Spyridoula VARLOKOSTA, Auteur Article en page(s) : p.202721 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bridging inferencing  Reading  Eye-tracking  Executive functions Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are universally observed in Autism Spectrum Disorders. Inferencing, i.e., combining information within text and using background knowledge to go beyond what is explicitly stated in the text to make a conjecture, has been a challenging pragmatic domain for autistic children. Most studies that have investigated inferencing in autism have used behavioral measurements. The objective of the current study was to assess inferencing in autistic and age-matched typically-developing children by employing eye-tracking to capture children’s ‘in-the-moment’ eye gaze behaviors while reading short passages. We also investigated links between children’s inferencing and executive function skills. The study included 19 autistic children and 19 age-matched typically-developing children. Groups were administered an eye-tracking task that assessed children’s inferencing skills while reading short vignettes that differed in a critical word that supported inferencing or not. Children were asked to read the vignettes and then answer questions that were either primed or not by the inference. The two groups were also assessed on executive functions, including working memory and attention. We found that autistic children exhibited lower comprehension accuracy in passages not primed by inferencing as compared to those that were primed, and also spent more looking time on primed passages than the typically-developing children. Moreover, while inferencing in typically-developing children was significantly related to their executive function skills, no such relations were observed for the autistic group. The overall findings show that reading comprehension for the autistic children was reduced when questions did not anchor to previous discourse through bridging inferencing. Finally, inferencing in the autistic group did not rely on executive functions to the same extent as in typically-developing children. En ligne : https://doi.org/10.1016/j.reia.2025.202721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing [texte imprimé] / Eleni PERISTERI, Auteur ; Michaela NERANTZINI, Auteur ; Timothy C. PAPADOPOULOS, Auteur ; Spyridoula VARLOKOSTA, Auteur . - p.202721. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202721 Mots-clés : Autism spectrum disorders  Bridging inferencing  Reading  Eye-tracking  Executive functions Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are universally observed in Autism Spectrum Disorders. Inferencing, i.e., combining information within text and using background knowledge to go beyond what is explicitly stated in the text to make a conjecture, has been a challenging pragmatic domain for autistic children. Most studies that have investigated inferencing in autism have used behavioral measurements. The objective of the current study was to assess inferencing in autistic and age-matched typically-developing children by employing eye-tracking to capture children’s ‘in-the-moment’ eye gaze behaviors while reading short passages. We also investigated links between children’s inferencing and executive function skills. The study included 19 autistic children and 19 age-matched typically-developing children. Groups were administered an eye-tracking task that assessed children’s inferencing skills while reading short vignettes that differed in a critical word that supported inferencing or not. Children were asked to read the vignettes and then answer questions that were either primed or not by the inference. The two groups were also assessed on executive functions, including working memory and attention. We found that autistic children exhibited lower comprehension accuracy in passages not primed by inferencing as compared to those that were primed, and also spent more looking time on primed passages than the typically-developing children. Moreover, while inferencing in typically-developing children was significantly related to their executive function skills, no such relations were observed for the autistic group. The overall findings show that reading comprehension for the autistic children was reduced when questions did not anchor to previous discourse through bridging inferencing. Finally, inferencing in the autistic group did not rely on executive functions to the same extent as in typically-developing children. En ligne : https://doi.org/10.1016/j.reia.2025.202721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Altered topological properties of functional brain network is associated with social communication difficulties in autistic children with motor coordination difficulties / Tingfeng GU in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202722 Titre : Altered topological properties of functional brain network is associated with social communication difficulties in autistic children with motor coordination difficulties Type de document : texte imprimé Auteurs : Tingfeng GU, Auteur ; Xiuhong LI, Auteur ; Jin JING, Auteur ; Muqing CAO, Auteur Article en page(s) : p.202722 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Motor coordination  Social communication difficulties  Developmental coordination disorder  Motor skills disorder  Resting-state functional connectivity  Graph theory Index. décimale : PER Périodiques Résumé : Background The association between social communication function and motor coordination function in neuropsycological level among autistic children is not fully understood. Our study investigates this relationship in a neuroimage context, shedding light on the underlying mechanisms. Methods Participants with autism spectrum disorder (ASD), aged 3–6 years (n = 81), were recruited from rehabilitation facilities with confirmed diagnosis of autism. We utilized the Developmental Coordination Disorder Questionnaire (DCDQ) to evaluate the motor coordination function and classify children with or without motor coordination difficulties (DCD, if the score ≤48). Social Responsiveness Scale (SRS) was used for assessing social communication function of participants. Using resting-state functional magnetic resonance imaging (rs-fMRI) and network-based statistics, we compared functional connectivity (FC) and network topological properties (eg. small-worldness, degree centrality, and nodal efficiency) between ASD children with (n = 36) or without DCD (n = 39), graph theory-based analysis was also employed. Multiple covariates were included in the analysis to minimize potential bias. Results Autistic children with motor coordination difficulties (ASD-DCD, n = 36) exhibited diminished small-worldness and increased FCs in regions including visual-motor network, insula, and cerebellum. Notably, the right pallidum in ASD-DCD demonstrated reduced degree centrality and nodal efficiency. Furthermore, ASD-only (n = 39) revealed a correlation between degree centrality of right pallidum and social communication, as well as nodal efficiency. Conclusions Altered FCs and topological properties in the visual-motor network underlie visual-motor integration difficulties in the ASD-DCD subgroup. The right pallidum may persist as a common neural foundation for both motor coordination and social communication in autism. Difficulties in motor coordination could, however, attenuate the connection between the right pallidum and social communication in the ASD-DCD group. Overall, this study contributes new insights into the relationship between motor and social skills in autistic children, and offers a potential biomarker to support screening, diagnosis, and rehabilitation. En ligne : https://doi.org/10.1016/j.reia.2025.202722 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Altered topological properties of functional brain network is associated with social communication difficulties in autistic children with motor coordination difficulties [texte imprimé] / Tingfeng GU, Auteur ; Xiuhong LI, Auteur ; Jin JING, Auteur ; Muqing CAO, Auteur . - p.202722. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202722 Mots-clés : Autism spectrum disorder  Motor coordination  Social communication difficulties  Developmental coordination disorder  Motor skills disorder  Resting-state functional connectivity  Graph theory Index. décimale : PER Périodiques Résumé : Background The association between social communication function and motor coordination function in neuropsycological level among autistic children is not fully understood. Our study investigates this relationship in a neuroimage context, shedding light on the underlying mechanisms. Methods Participants with autism spectrum disorder (ASD), aged 3–6 years (n = 81), were recruited from rehabilitation facilities with confirmed diagnosis of autism. We utilized the Developmental Coordination Disorder Questionnaire (DCDQ) to evaluate the motor coordination function and classify children with or without motor coordination difficulties (DCD, if the score ≤48). Social Responsiveness Scale (SRS) was used for assessing social communication function of participants. Using resting-state functional magnetic resonance imaging (rs-fMRI) and network-based statistics, we compared functional connectivity (FC) and network topological properties (eg. small-worldness, degree centrality, and nodal efficiency) between ASD children with (n = 36) or without DCD (n = 39), graph theory-based analysis was also employed. Multiple covariates were included in the analysis to minimize potential bias. Results Autistic children with motor coordination difficulties (ASD-DCD, n = 36) exhibited diminished small-worldness and increased FCs in regions including visual-motor network, insula, and cerebellum. Notably, the right pallidum in ASD-DCD demonstrated reduced degree centrality and nodal efficiency. Furthermore, ASD-only (n = 39) revealed a correlation between degree centrality of right pallidum and social communication, as well as nodal efficiency. Conclusions Altered FCs and topological properties in the visual-motor network underlie visual-motor integration difficulties in the ASD-DCD subgroup. The right pallidum may persist as a common neural foundation for both motor coordination and social communication in autism. Difficulties in motor coordination could, however, attenuate the connection between the right pallidum and social communication in the ASD-DCD group. Overall, this study contributes new insights into the relationship between motor and social skills in autistic children, and offers a potential biomarker to support screening, diagnosis, and rehabilitation. En ligne : https://doi.org/10.1016/j.reia.2025.202722 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Silently screaming: A collective case study of non-suicidal self-injury in women with autistic traits / Rebecca A. LUNDWALL in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202725 Titre : Silently screaming: A collective case study of non-suicidal self-injury in women with autistic traits Type de document : texte imprimé Auteurs : Rebecca A. LUNDWALL, Auteur ; Elizabeth A. CUTRER-PÁRRAGA, Auteur ; Rachel LUNDWALL, Auteur ; Megan E. SQUIRES, Auteur ; Jonathan S. BECK, Auteur ; Terisa P. GABRIELSEN, Auteur Article en page(s) : p.202725 Langues : Anglais (eng) Mots-clés : Autism  Self-harm  Non-suicidal self-injury  Deliberate self-harm  Female Index. décimale : PER Périodiques Résumé : Introduction Recognition of autism in females has been growing, with concerns that NSSI is more common in this group. Listening to autistic women who self-harm can expand understanding and improve support. Methods Adult autistic females and those with a clinical best estimate of autism completed a developmental screener, the Suicide Behavior Questionnaire-Revised (SBQ-R), and follow-up interviews prompting collective case study analysis of 23 transcriptions (n = 13 autism; n = 10 clinical best estimate of autism). Insider and external autism experts reviewed analyses. Results Eighteen of the 23 participants self-injured. We found younger ages of onset for self-injury (as early as 8 years old) than previously reported in other studies. Powerlessness, self-punishment for social mistakes, and difficulty displaying the “right” emotions were common themes related to reasons why autistic women self-injured. Experiences of NSSI aligned with literature linking it to the need for emotional regulation and focus when overwhelmed. Cutting was sometimes associated with suicidal thoughts/behaviors. Our inside experts were people with lived experience of autism, and they reviewed the study’s findings. Conclusion Participants reported that parents, therapists, and clergy who listened without judgment and validated social stressors were helpful. Dismissive reactions, assumptions regarding motivations, and hospitalization were described as not helpful. Overall, participants expressed a desire for greater self-control over quality of life. En ligne : https://doi.org/10.1016/j.reia.2025.202725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Silently screaming: A collective case study of non-suicidal self-injury in women with autistic traits [texte imprimé] / Rebecca A. LUNDWALL, Auteur ; Elizabeth A. CUTRER-PÁRRAGA, Auteur ; Rachel LUNDWALL, Auteur ; Megan E. SQUIRES, Auteur ; Jonathan S. BECK, Auteur ; Terisa P. GABRIELSEN, Auteur . - p.202725. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202725 Mots-clés : Autism  Self-harm  Non-suicidal self-injury  Deliberate self-harm  Female Index. décimale : PER Périodiques Résumé : Introduction Recognition of autism in females has been growing, with concerns that NSSI is more common in this group. Listening to autistic women who self-harm can expand understanding and improve support. Methods Adult autistic females and those with a clinical best estimate of autism completed a developmental screener, the Suicide Behavior Questionnaire-Revised (SBQ-R), and follow-up interviews prompting collective case study analysis of 23 transcriptions (n = 13 autism; n = 10 clinical best estimate of autism). Insider and external autism experts reviewed analyses. Results Eighteen of the 23 participants self-injured. We found younger ages of onset for self-injury (as early as 8 years old) than previously reported in other studies. Powerlessness, self-punishment for social mistakes, and difficulty displaying the “right” emotions were common themes related to reasons why autistic women self-injured. Experiences of NSSI aligned with literature linking it to the need for emotional regulation and focus when overwhelmed. Cutting was sometimes associated with suicidal thoughts/behaviors. Our inside experts were people with lived experience of autism, and they reviewed the study’s findings. Conclusion Participants reported that parents, therapists, and clergy who listened without judgment and validated social stressors were helpful. Dismissive reactions, assumptions regarding motivations, and hospitalization were described as not helpful. Overall, participants expressed a desire for greater self-control over quality of life. En ligne : https://doi.org/10.1016/j.reia.2025.202725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Predictors of perceptions of ABA services from the autistic community / Nicole Meyer STABLER in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202726 Titre : Predictors of perceptions of ABA services from the autistic community Type de document : texte imprimé Auteurs : Nicole Meyer STABLER, Auteur ; Alyssa KAVNER, Auteur ; Isaac NWI-MOZU, Auteur ; Paula POMPA-CRAVEN, Auteur ; Amin D. LOTFIZADEH, Auteur Article en page(s) : p.202726 Langues : Anglais (eng) Mots-clés : Applied behavior analysis  Social validity  Perceptions  Autism  Intervention goals  Intervention procedures Index. décimale : PER Périodiques Résumé : Applied behavior analysis (ABA) interventions are commonly used to teach autistic learners a variety of skills. When examining the perceptions of ABA goals and procedures, most autistic learners have reported positive or neutral perceptions of ABA, but some individuals have also expressed negative perceptions of goals that reduce or eliminate autistic traits and procedures that use extinction. This study assessed predictors of perceptions of ABA goals and procedures from self-reported autistic individuals who received ABA. Using a stratified sampling approach, 178 autistic participants aged nine and older completed a 36-question survey. The results indicated that gender identity, affiliation with an autism self-advocacy group, the setting of services, and when they received ABA influenced perceptions. There was consensus across all respondents that ABA goals eliminated autism traits, there was limited input from the autistic learners on goals, the therapist made them follow instructions, and the participants indicated that they were allowed to have things they needed. Furthermore, individuals who were sampled from ABA organizations and those who received ABA less than six years ago had favorable perceptions of ABA. These findings highlight the need to involve autistic voices in the development of treatment goals but also indicate that many of the critiques of ABA are not held by most in the autism community. En ligne : https://doi.org/10.1016/j.reia.2025.202726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Predictors of perceptions of ABA services from the autistic community [texte imprimé] / Nicole Meyer STABLER, Auteur ; Alyssa KAVNER, Auteur ; Isaac NWI-MOZU, Auteur ; Paula POMPA-CRAVEN, Auteur ; Amin D. LOTFIZADEH, Auteur . - p.202726. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202726 Mots-clés : Applied behavior analysis  Social validity  Perceptions  Autism  Intervention goals  Intervention procedures Index. décimale : PER Périodiques Résumé : Applied behavior analysis (ABA) interventions are commonly used to teach autistic learners a variety of skills. When examining the perceptions of ABA goals and procedures, most autistic learners have reported positive or neutral perceptions of ABA, but some individuals have also expressed negative perceptions of goals that reduce or eliminate autistic traits and procedures that use extinction. This study assessed predictors of perceptions of ABA goals and procedures from self-reported autistic individuals who received ABA. Using a stratified sampling approach, 178 autistic participants aged nine and older completed a 36-question survey. The results indicated that gender identity, affiliation with an autism self-advocacy group, the setting of services, and when they received ABA influenced perceptions. There was consensus across all respondents that ABA goals eliminated autism traits, there was limited input from the autistic learners on goals, the therapist made them follow instructions, and the participants indicated that they were allowed to have things they needed. Furthermore, individuals who were sampled from ABA organizations and those who received ABA less than six years ago had favorable perceptions of ABA. These findings highlight the need to involve autistic voices in the development of treatment goals but also indicate that many of the critiques of ABA are not held by most in the autism community. En ligne : https://doi.org/10.1016/j.reia.2025.202726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570