'A certain magic' - autistic adults' experiences of interacting with other autistic people and its relation to Quality of Life: A systematic review and thematic meta-synthesis / Georgina WATTS in Autism, 29-9 (September 2025)  

Public ISBD [article]  inAutism > 29-9 (September 2025) . - p.2239-2253 Titre : 'A certain magic' - autistic adults' experiences of interacting with other autistic people and its relation to Quality of Life: A systematic review and thematic meta-synthesis Type de document : Texte imprimé et/ou numérique Auteurs : Georgina WATTS, Auteur ; Catherine CROMPTON, Auteur ; Catherine GRAINGER, Auteur ; Joseph LONG, Auteur ; Monique BOTHA, Auteur ; Mark SOMERVILLE, Auteur ; Eilidh CAGE, Auteur Article en page(s) : p.2239-2253 Langues : Anglais (eng) Mots-clés : autism  autistic culture  double empathy  mental health  peer support  qualitative synthesis  Quality of Life  social communication  systematic review Index. décimale : PER Périodiques Résumé : There is an increasing focus on research exploring autistic communication and community. In this review, we systematically collate and analyse how autistic adults describe their experiences of other autistic people and the relationship this has with their Quality of Life (QoL). Fifty two qualitative papers were analysed using thematic meta-synthesis. Results found many experiences of other autistic people were positive and were associated with improved QoL across a range of domains. The heterogeneity of the autistic experiences described indicates a need for further research to explore which factors predict a positive impact on QoL. Analysis also highlighted a paucity of data on autistic people with co-occurring intellectual disability in relation to this phenomenon. Implications for research and practice are discussed.Lay abstract Research has suggested that autistic people enjoy spending time with other autistic people and find them easier to talk to. We wanted to find out what autistic people say about spending time with other autistic people and whether this makes their life better. We found 52 papers which described this and reviewed what they found. We found that many autistic people had positive experiences of spending time with other autistic people and these experiences had positive impact on their lives in a range of different ways. The papers did not tell us whether this also happens for autistic people with a learning disability. More research is needed to find out more about why spending time with other autistic people helps some autistic people. En ligne : https://dx.doi.org/10.1177/13623613241255811 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] 'A certain magic' - autistic adults' experiences of interacting with other autistic people and its relation to Quality of Life: A systematic review and thematic meta-synthesis [Texte imprimé et/ou numérique] / Georgina WATTS, Auteur ; Catherine CROMPTON, Auteur ; Catherine GRAINGER, Auteur ; Joseph LONG, Auteur ; Monique BOTHA, Auteur ; Mark SOMERVILLE, Auteur ; Eilidh CAGE, Auteur . - p.2239-2253. Langues : Anglais (eng) in Autism > 29-9 (September 2025) . - p.2239-2253 Mots-clés : autism  autistic culture  double empathy  mental health  peer support  qualitative synthesis  Quality of Life  social communication  systematic review Index. décimale : PER Périodiques Résumé : There is an increasing focus on research exploring autistic communication and community. In this review, we systematically collate and analyse how autistic adults describe their experiences of other autistic people and the relationship this has with their Quality of Life (QoL). Fifty two qualitative papers were analysed using thematic meta-synthesis. Results found many experiences of other autistic people were positive and were associated with improved QoL across a range of domains. The heterogeneity of the autistic experiences described indicates a need for further research to explore which factors predict a positive impact on QoL. Analysis also highlighted a paucity of data on autistic people with co-occurring intellectual disability in relation to this phenomenon. Implications for research and practice are discussed.Lay abstract Research has suggested that autistic people enjoy spending time with other autistic people and find them easier to talk to. We wanted to find out what autistic people say about spending time with other autistic people and whether this makes their life better. We found 52 papers which described this and reviewed what they found. We found that many autistic people had positive experiences of spending time with other autistic people and these experiences had positive impact on their lives in a range of different ways. The papers did not tell us whether this also happens for autistic people with a learning disability. More research is needed to find out more about why spending time with other autistic people helps some autistic people. En ligne : https://dx.doi.org/10.1177/13623613241255811 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder / Catherine GRAINGER in Journal of Autism and Developmental Disorders, 46-11 (November 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3570-3582 Titre : Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur Article en page(s) : p.3570-3582 Langues : Anglais (eng) Mots-clés : Autism  Memory  Metacognition  Metamemory  Judgment of learning  Theory of mind  Mindreading Index. décimale : PER Périodiques Résumé : This study explored whether adults and adolescents with autism spectrum disorder (ASD) demonstrate difficulties making metacognitive judgments, specifically judgments of learning. Across two experiments, the study examined whether individuals with ASD could accurately judge whether they had learnt a piece of information (in this case word pairs). In Experiment 1, adults with ASD demonstrated typical accuracy on a standard ‘cue-alone’ judgment of learning (JOL) task, compared to age- and IQ-matched neurotypical adults. Additionally, in Experiment 2, adolescents with ASD demonstrated typical accuracy on both a standard ‘cue-alone’ JOL task, and a ‘cue-target’ JOL task. These results suggest that JOL accuracy is unimpaired in ASD. These results have important implications for both theories of metacognition in ASD and educational practise. En ligne : http://dx.doi.org/10.1007/s10803-016-2895-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur . - p.3570-3582. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3570-3582 Mots-clés : Autism  Memory  Metacognition  Metamemory  Judgment of learning  Theory of mind  Mindreading Index. décimale : PER Périodiques Résumé : This study explored whether adults and adolescents with autism spectrum disorder (ASD) demonstrate difficulties making metacognitive judgments, specifically judgments of learning. Across two experiments, the study examined whether individuals with ASD could accurately judge whether they had learnt a piece of information (in this case word pairs). In Experiment 1, adults with ASD demonstrated typical accuracy on a standard ‘cue-alone’ judgment of learning (JOL) task, compared to age- and IQ-matched neurotypical adults. Additionally, in Experiment 2, adolescents with ASD demonstrated typical accuracy on both a standard ‘cue-alone’ JOL task, and a ‘cue-target’ JOL task. These results suggest that JOL accuracy is unimpaired in ASD. These results have important implications for both theories of metacognition in ASD and educational practise. En ligne : http://dx.doi.org/10.1007/s10803-016-2895-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder / Catherine GRAINGER in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1193-1206 Titre : Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie LIND, Auteur Année de publication : 2014 Article en page(s) : p.1193-1206 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Action monitoring  Enactment effect  Source memory  Self-referencing  Agency Index. décimale : PER Périodiques Résumé : This study explored whether individuals with autism spectrum disorder (ASD) experience difficulties with action monitoring. Two experimental tasks examined whether adults with ASD are able to monitor their own actions online, and whether they also show a typical enactment effects in memory (enhanced memory for actions they have performed compared to actions they have observed being performed). Individuals with ASD and comparison participants showed a similar pattern of performance on both tasks. In a task which required individuals to distinguish person-caused from computer-caused changes in phenomenology both groups found it easier to monitor their own actions compared to those of an experimenter. Both groups also showed typical enactment effects. Despite recent suggestions to the contrary, these results support suggestions that action monitoring is unimpaired in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1987-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie LIND, Auteur . - 2014 . - p.1193-1206. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1193-1206 Mots-clés : Autism spectrum disorder  Action monitoring  Enactment effect  Source memory  Self-referencing  Agency Index. décimale : PER Périodiques Résumé : This study explored whether individuals with autism spectrum disorder (ASD) experience difficulties with action monitoring. Two experimental tasks examined whether adults with ASD are able to monitor their own actions online, and whether they also show a typical enactment effects in memory (enhanced memory for actions they have performed compared to actions they have observed being performed). Individuals with ASD and comparison participants showed a similar pattern of performance on both tasks. In a task which required individuals to distinguish person-caused from computer-caused changes in phenomenology both groups found it easier to monitor their own actions compared to those of an experimenter. Both groups also showed typical enactment effects. Despite recent suggestions to the contrary, these results support suggestions that action monitoring is unimpaired in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1987-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Recognition memory and source memory in autism spectrum disorder: A study of the intention superiority and enactment effects / Catherine GRAINGER in Autism, 21-7 (October 2017)  

Public ISBD [article]  inAutism > 21-7 (October 2017) . - p.812-820 Titre : Recognition memory and source memory in autism spectrum disorder: A study of the intention superiority and enactment effects Type de document : Texte imprimé et/ou numérique Auteurs : Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur Article en page(s) : p.812-820 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is well established that neurotypical individuals generally show better memory for actions they have performed than actions they have observed others perform or merely read about, a so-called ?enactment effect?. Strikingly, research has also shown that neurotypical individuals demonstrate superior memory for actions they intend to perform in the future (but have not yet performed), an effect commonly known as the ?intention superiority effect?. Although the enactment effect has been studied among people with autism spectrum disorder, this study is the first to investigate the intention superiority effect in this disorder. This is surprising given the potential importance this issue has for general theory development, as well as for clinical practice. As such, this study aimed to assess the intention superiority and enactment effects in 22 children with autism spectrum disorder, and 20 intelligence quotient/age-matched neurotypical children. The results showed that children with autism spectrum disorder demonstrated not only undiminished enactment effects in recognition and source memory, but also (surprisingly for some theories) typical intention superiority effects. The implications of these results for theory, as well as clinical practice, are discussed. En ligne : https://doi.org/10.1177/1362361316653364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318 [article] Recognition memory and source memory in autism spectrum disorder: A study of the intention superiority and enactment effects [Texte imprimé et/ou numérique] / Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur . - p.812-820. Langues : Anglais (eng) in Autism > 21-7 (October 2017) . - p.812-820 Index. décimale : PER Périodiques Résumé : It is well established that neurotypical individuals generally show better memory for actions they have performed than actions they have observed others perform or merely read about, a so-called ?enactment effect?. Strikingly, research has also shown that neurotypical individuals demonstrate superior memory for actions they intend to perform in the future (but have not yet performed), an effect commonly known as the ?intention superiority effect?. Although the enactment effect has been studied among people with autism spectrum disorder, this study is the first to investigate the intention superiority effect in this disorder. This is surprising given the potential importance this issue has for general theory development, as well as for clinical practice. As such, this study aimed to assess the intention superiority and enactment effects in 22 children with autism spectrum disorder, and 20 intelligence quotient/age-matched neurotypical children. The results showed that children with autism spectrum disorder demonstrated not only undiminished enactment effects in recognition and source memory, but also (surprisingly for some theories) typical intention superiority effects. The implications of these results for theory, as well as clinical practice, are discussed. En ligne : https://doi.org/10.1177/1362361316653364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318

A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school? / Marisa MCKINLAY in Autism, 29-3 (March 2025)  

Public ISBD [article]  inAutism > 29-3 (March 2025) . - p.566-578 Titre : A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school? Type de document : Texte imprimé et/ou numérique Auteurs : Marisa MCKINLAY, Auteur ; David THORPE, Auteur ; Eilidh CAGE, Auteur ; Catherine GRAINGER, Auteur ; Carol JASPER, Auteur ; Mary STEWART, Auteur Article en page(s) : p.566-578 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified ... En ligne : https://dx.doi.org/10.1177/13623613241285974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school? [Texte imprimé et/ou numérique] / Marisa MCKINLAY, Auteur ; David THORPE, Auteur ; Eilidh CAGE, Auteur ; Catherine GRAINGER, Auteur ; Carol JASPER, Auteur ; Mary STEWART, Auteur . - p.566-578. Langues : Anglais (eng) in Autism > 29-3 (March 2025) . - p.566-578 Index. décimale : PER Périodiques Résumé : Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified ... En ligne : https://dx.doi.org/10.1177/13623613241285974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

The Self?Reference Effect on Perception: Undiminished in Adults with Autism and No Relation to Autism Traits / David M. WILLIAMS in Autism Research, 11-2 (February 2018)  

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