Dépouillements

Doing research in services for autistic people with complex support needs: Challenges and considerations based on UK experiences / Sarah DONALD in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.3-8 Titre : Doing research in services for autistic people with complex support needs: Challenges and considerations based on UK experiences Type de document : texte imprimé Auteurs : Sarah DONALD, Auteur ; Holly Elizabeth Anne SUTHERLAND, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.3-8 Langues : Anglais (eng) En ligne : https://dx.doi.org/10.1177/13623613251390277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Doing research in services for autistic people with complex support needs: Challenges and considerations based on UK experiences [texte imprimé] / Sarah DONALD, Auteur ; Holly Elizabeth Anne SUTHERLAND, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.3-8. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.3-8 En ligne : https://dx.doi.org/10.1177/13623613251390277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Pharmacological or non-pharmacological therapies? The impact of different therapies on sleep in children with autism spectrum disorder: A systematic review and network meta-analysis / Li SIRAO in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.9-19 Titre : Pharmacological or non-pharmacological therapies? The impact of different therapies on sleep in children with autism spectrum disorder: A systematic review and network meta-analysis Type de document : texte imprimé Auteurs : Li SIRAO, Auteur ; Huang YAPING, Auteur ; Liu YUNSHAN, Auteur ; Li DAN, Auteur Article en page(s) : p.9-19 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  network meta-analysis  sleeping  treatment Résumé : This systematic review and network meta-analysis evaluated the efficacy of various therapies on sleep disturbances in children with autism spectrum disorder. We analyzed 35 randomized controlled trials comparing five interventions: melatonin, parent-mediated sleep education, behavioral interventions, physical activity, and adjunctive therapies. Standardized mean differences and surface under the cumulative ranking curve values were calculated to rank efficacy. Physical activity demonstrated the largest effect size (standardized mean difference = 1.13, surface under the cumulative ranking curve = 98.1%), followed by melatonin (standardized mean difference = 0.57, surface under the cumulative ranking curve = 62.8%) and behavioral interventions (standardized mean difference = 0.49, surface under the cumulative ranking curve = 51.6%). Parent education and adjunctive therapies showed limited efficacy. Heterogeneity (I² = 67%) was addressed via sensitivity analyses. A stepped-care model is recommended, prioritizing daytime physical activity (30–45 min, 3–5 sessions/week) combined with telehealth parent education as first-line treatment, followed by prolonged-release melatonin and therapist-supported cognitive behavioral therapy for non-responders.Lay abstract Many children with autism spectrum disorder struggle with sleep problems like trouble falling asleep, waking up at night, or not sleeping enough. This study looked at different treatments to improve sleep in these children, including melatonin supplements, parent-led bedtime routines, exercise programs, and other therapies. The researchers reviewed 35 studies involving over 2700 children with autism spectrum disorder. They compared how well each treatment worked using a method called network meta-analysis, which ranks treatments based on their effectiveness. Exercise programs, such as swimming or martial arts, were the most effective at improving sleep. These activities helped children fall asleep faster and stay asleep longer. Melatonin supplements also worked well but had side effects like morning drowsiness. Behavioral strategies, like structured bedtime routines, showed moderate benefits, while therapies like weighted blankets or iron supplements had little impact. This study helps families and doctors choose the best treatments for sleep problems in children with autism spectrum disorder. Exercise is a safe, low-cost option that not only improves sleep but also enhances daytime behavior. The findings support starting with physical activity and parent coaching before trying medications like melatonin. Recognizing effective treatments can reduce stress for caregivers and improve quality of life for children with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613251362273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Pharmacological or non-pharmacological therapies? The impact of different therapies on sleep in children with autism spectrum disorder: A systematic review and network meta-analysis [texte imprimé] / Li SIRAO, Auteur ; Huang YAPING, Auteur ; Liu YUNSHAN, Auteur ; Li DAN, Auteur . - p.9-19. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.9-19 Mots-clés : autism spectrum disorders  network meta-analysis  sleeping  treatment Résumé : This systematic review and network meta-analysis evaluated the efficacy of various therapies on sleep disturbances in children with autism spectrum disorder. We analyzed 35 randomized controlled trials comparing five interventions: melatonin, parent-mediated sleep education, behavioral interventions, physical activity, and adjunctive therapies. Standardized mean differences and surface under the cumulative ranking curve values were calculated to rank efficacy. Physical activity demonstrated the largest effect size (standardized mean difference = 1.13, surface under the cumulative ranking curve = 98.1%), followed by melatonin (standardized mean difference = 0.57, surface under the cumulative ranking curve = 62.8%) and behavioral interventions (standardized mean difference = 0.49, surface under the cumulative ranking curve = 51.6%). Parent education and adjunctive therapies showed limited efficacy. Heterogeneity (I² = 67%) was addressed via sensitivity analyses. A stepped-care model is recommended, prioritizing daytime physical activity (30–45 min, 3–5 sessions/week) combined with telehealth parent education as first-line treatment, followed by prolonged-release melatonin and therapist-supported cognitive behavioral therapy for non-responders.Lay abstract Many children with autism spectrum disorder struggle with sleep problems like trouble falling asleep, waking up at night, or not sleeping enough. This study looked at different treatments to improve sleep in these children, including melatonin supplements, parent-led bedtime routines, exercise programs, and other therapies. The researchers reviewed 35 studies involving over 2700 children with autism spectrum disorder. They compared how well each treatment worked using a method called network meta-analysis, which ranks treatments based on their effectiveness. Exercise programs, such as swimming or martial arts, were the most effective at improving sleep. These activities helped children fall asleep faster and stay asleep longer. Melatonin supplements also worked well but had side effects like morning drowsiness. Behavioral strategies, like structured bedtime routines, showed moderate benefits, while therapies like weighted blankets or iron supplements had little impact. This study helps families and doctors choose the best treatments for sleep problems in children with autism spectrum disorder. Exercise is a safe, low-cost option that not only improves sleep but also enhances daytime behavior. The findings support starting with physical activity and parent coaching before trying medications like melatonin. Recognizing effective treatments can reduce stress for caregivers and improve quality of life for children with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613251362273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Measuring autistic burnout: A psychometric validation of the AASPIRE Autistic Burnout Measure in autistic adults / Mackenzie BOUGOURE in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.20-36 Titre : Measuring autistic burnout: A psychometric validation of the AASPIRE Autistic Burnout Measure in autistic adults Type de document : texte imprimé Auteurs : Mackenzie BOUGOURE, Auteur ; Sici ZHUANG, Auteur ; Jack D. BRETT, Auteur ; Murray T. MAYBERY, Auteur ; Michael C. ENGLISH, Auteur ; Diana Weiting TAN, Auteur ; Iliana MAGIATI, Auteur Article en page(s) : p.20-36 Langues : Anglais (eng) Mots-clés : autism  burnout  measurement  psychometric properties  reliability  validity Résumé : Autistic burnout is characterised by extreme exhaustion, loss of functioning, and reduced tolerance to stimulus, resulting from the cumulative stress associated with navigating a predominantly non-autistic world. To date, in mostly qualitative studies, autistic burnout has been associated with poorer mental health, well-being and life outcomes in autistic adults. To comprehensively investigate autistic burnout, identify affected individuals and evaluate supports, a valid and reliable measure is required. The current study explored the psychometric properties of the AASPIRE Autistic Burnout Measure. The Autistic Burnout Measure and other related measures (camouflaging, mental health) were completed online by 379 autistic adults. The Autistic Burnout Measure demonstrated a predominantly unidimensional structure, with high loadings across all 27 items, excellent internal consistency (ω = 0.98), and reasonable consistency over 12 months (r = 0.59). It also showed sound construct validity, with medium-to-large positive correlations with autistic traits, camouflaging, occupational burnout, depression and anxiety. The Autistic Burnout Measure also effectively differentiated between autistic participants who reported currently experiencing autistic burnout and those who were not (area under the curve = 0.92; 95% confidence interval = [0.86, 0.97]). Our findings indicate that the Autistic Burnout Measure has promising psychometric properties and may be a useful measure in future autism research and practice. However, further validation is necessary to determine whether the unidimensional structure holds across diverse samples.Lay abstract Autistic people have described autistic burnout as an intense experience of physical, emotional, mental and social exhaustion impacting their ability to complete everyday tasks and contributing to poorer well-being. To identify and measure autistic burnout in practice and research, we need a self-report measure that gives accurate and consistent results. In this study, 379 autistic adults completed a recently developed measure of autistic burnout online, the AASPIRE Autistic Burnout Measure. We analysed their ratings to determine whether the measure is reliable (i.e. ratings are consistent), valid (i.e. the tool measures what it says it measures), correctly identifies those currently experiencing burnout, and is associated with other relevant experiences, such as camouflaging, anxiety and depression. The Autistic Burnout Measure was found to be reliable and valid. Autistic adults reporting greater autistic burnout also reported more camouflaging, autistic traits and greater general burnout, depression, and anxiety. The Autistic Burnout Measure was accurate in identifying individuals who reported currently experiencing autistic burnout and those who did not. Overall, our findings suggest that the Autistic Burnout Measure may be suitable for use in research and practice to identify and better understand experiences of autistic burnout. En ligne : https://dx.doi.org/10.1177/13623613251355255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Measuring autistic burnout: A psychometric validation of the AASPIRE Autistic Burnout Measure in autistic adults [texte imprimé] / Mackenzie BOUGOURE, Auteur ; Sici ZHUANG, Auteur ; Jack D. BRETT, Auteur ; Murray T. MAYBERY, Auteur ; Michael C. ENGLISH, Auteur ; Diana Weiting TAN, Auteur ; Iliana MAGIATI, Auteur . - p.20-36. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.20-36 Mots-clés : autism  burnout  measurement  psychometric properties  reliability  validity Résumé : Autistic burnout is characterised by extreme exhaustion, loss of functioning, and reduced tolerance to stimulus, resulting from the cumulative stress associated with navigating a predominantly non-autistic world. To date, in mostly qualitative studies, autistic burnout has been associated with poorer mental health, well-being and life outcomes in autistic adults. To comprehensively investigate autistic burnout, identify affected individuals and evaluate supports, a valid and reliable measure is required. The current study explored the psychometric properties of the AASPIRE Autistic Burnout Measure. The Autistic Burnout Measure and other related measures (camouflaging, mental health) were completed online by 379 autistic adults. The Autistic Burnout Measure demonstrated a predominantly unidimensional structure, with high loadings across all 27 items, excellent internal consistency (ω = 0.98), and reasonable consistency over 12 months (r = 0.59). It also showed sound construct validity, with medium-to-large positive correlations with autistic traits, camouflaging, occupational burnout, depression and anxiety. The Autistic Burnout Measure also effectively differentiated between autistic participants who reported currently experiencing autistic burnout and those who were not (area under the curve = 0.92; 95% confidence interval = [0.86, 0.97]). Our findings indicate that the Autistic Burnout Measure has promising psychometric properties and may be a useful measure in future autism research and practice. However, further validation is necessary to determine whether the unidimensional structure holds across diverse samples.Lay abstract Autistic people have described autistic burnout as an intense experience of physical, emotional, mental and social exhaustion impacting their ability to complete everyday tasks and contributing to poorer well-being. To identify and measure autistic burnout in practice and research, we need a self-report measure that gives accurate and consistent results. In this study, 379 autistic adults completed a recently developed measure of autistic burnout online, the AASPIRE Autistic Burnout Measure. We analysed their ratings to determine whether the measure is reliable (i.e. ratings are consistent), valid (i.e. the tool measures what it says it measures), correctly identifies those currently experiencing burnout, and is associated with other relevant experiences, such as camouflaging, anxiety and depression. The Autistic Burnout Measure was found to be reliable and valid. Autistic adults reporting greater autistic burnout also reported more camouflaging, autistic traits and greater general burnout, depression, and anxiety. The Autistic Burnout Measure was accurate in identifying individuals who reported currently experiencing autistic burnout and those who did not. Overall, our findings suggest that the Autistic Burnout Measure may be suitable for use in research and practice to identify and better understand experiences of autistic burnout. En ligne : https://dx.doi.org/10.1177/13623613251355255 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Self-reported strengths and talents of autistic adults / Linnea A. LAMPINEN in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.37-48 Titre : Self-reported strengths and talents of autistic adults Type de document : texte imprimé Auteurs : Linnea A. LAMPINEN, Auteur ; Joseph SINGER, Auteur ; Xinyue WANG, Auteur ; Benjamin VANHOOK, Auteur ; Ellen WILKINSON, Auteur ; Vanessa H BAL, Auteur Article en page(s) : p.37-48 Langues : Anglais (eng) Mots-clés : adults  assessment  autism  strengths  talent Résumé : Many adults express dissatisfaction with the autism diagnostic process, and concerns have been cited regarding the lack of neurodiversity-affirming assessment methods. In part, this is due to instruments framing behaviors as symptoms causing impairment, overlooking potential benefits. Systematically measuring strengths and talents during assessment may inform diagnosis and support planning in a more neurodiversity-affirming manner. Historically, research has relied on caregiver-reported strengths; more information on self-reported strengths is needed to inform self-report instrument development and assessment practices. Participants included 127 legally independent autistic adults recruited primarily through SPARK Research Match, who completed open-ended questions regarding strengths and talents. Qualitative content analysis identified themes of strengths, and associations between strengths and gender, age, age of diagnosis, and education level were examined. Autistic and nonautistic team members collaborated on qualitative coding, data interpretation, and manuscript writing. Themes emerging from the qualitative responses included Cognitive/Executive Functioning (61%), Character Strengths (55%), Creative/Artistic (52%), Academic (33%), and Interpersonal (30%). Overlap between strength domains and Diagnostic and Statistical Manual of Mental Disorders (5th ed.) autism diagnostic criteria suggest that more nuance is needed in how we conceptualize autism, considering both strengths and challenges. Domains of strengths identified in this study can be used to inform measure development and strengths-based assessment and support planning.Lay Abstract Autism research and testing has had a heavy focus on difficulties, without much attention to the strengths of autistic people. Most surveys ask about challenges associated with autism, but do not consider the positive qualities and talents of autistic adults. Previous research on strengths in autistic individuals has mostly been based on what parents report, so we do not know as much about how autistic adults see their own strengths. We asked 127 autistic adults to tell us about their strengths and talents in an online survey. Both autistic and nonautistic team members worked together to group answers by similar themes or categories. We explained categories and compared how they were related to participants’ characteristics. Autistic adults shared many different strengths, including skills in problem-solving, character, creativity, academics, and getting along with others. Some strengths were more likely to be mentioned by people of different ages, education levels, or genders. The results show that autistic adults have many different strengths. It is important for researchers, doctors, and the public to recognize both the strengths and challenges of autistic adults to create a more balanced view of autism. Thinking about these strengths when diagnosing autism and planning supports can improve the well-being of autistic adults, reduce stigma, and help people understand autism in a more balanced way. En ligne : https://dx.doi.org/10.1177/13623613251364361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Self-reported strengths and talents of autistic adults [texte imprimé] / Linnea A. LAMPINEN, Auteur ; Joseph SINGER, Auteur ; Xinyue WANG, Auteur ; Benjamin VANHOOK, Auteur ; Ellen WILKINSON, Auteur ; Vanessa H BAL, Auteur . - p.37-48. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.37-48 Mots-clés : adults  assessment  autism  strengths  talent Résumé : Many adults express dissatisfaction with the autism diagnostic process, and concerns have been cited regarding the lack of neurodiversity-affirming assessment methods. In part, this is due to instruments framing behaviors as symptoms causing impairment, overlooking potential benefits. Systematically measuring strengths and talents during assessment may inform diagnosis and support planning in a more neurodiversity-affirming manner. Historically, research has relied on caregiver-reported strengths; more information on self-reported strengths is needed to inform self-report instrument development and assessment practices. Participants included 127 legally independent autistic adults recruited primarily through SPARK Research Match, who completed open-ended questions regarding strengths and talents. Qualitative content analysis identified themes of strengths, and associations between strengths and gender, age, age of diagnosis, and education level were examined. Autistic and nonautistic team members collaborated on qualitative coding, data interpretation, and manuscript writing. Themes emerging from the qualitative responses included Cognitive/Executive Functioning (61%), Character Strengths (55%), Creative/Artistic (52%), Academic (33%), and Interpersonal (30%). Overlap between strength domains and Diagnostic and Statistical Manual of Mental Disorders (5th ed.) autism diagnostic criteria suggest that more nuance is needed in how we conceptualize autism, considering both strengths and challenges. Domains of strengths identified in this study can be used to inform measure development and strengths-based assessment and support planning.Lay Abstract Autism research and testing has had a heavy focus on difficulties, without much attention to the strengths of autistic people. Most surveys ask about challenges associated with autism, but do not consider the positive qualities and talents of autistic adults. Previous research on strengths in autistic individuals has mostly been based on what parents report, so we do not know as much about how autistic adults see their own strengths. We asked 127 autistic adults to tell us about their strengths and talents in an online survey. Both autistic and nonautistic team members worked together to group answers by similar themes or categories. We explained categories and compared how they were related to participants’ characteristics. Autistic adults shared many different strengths, including skills in problem-solving, character, creativity, academics, and getting along with others. Some strengths were more likely to be mentioned by people of different ages, education levels, or genders. The results show that autistic adults have many different strengths. It is important for researchers, doctors, and the public to recognize both the strengths and challenges of autistic adults to create a more balanced view of autism. Thinking about these strengths when diagnosing autism and planning supports can improve the well-being of autistic adults, reduce stigma, and help people understand autism in a more balanced way. En ligne : https://dx.doi.org/10.1177/13623613251364361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

The healthcare experiences of middle and older age autistic women in the United Kingdom / Amy GILLIONS in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.49-60 Titre : The healthcare experiences of middle and older age autistic women in the United Kingdom Type de document : texte imprimé Auteurs : Amy GILLIONS, Auteur ; Elizabeth O’NIONS, Auteur ; Hassan MANSOUR, Auteur ; Sarah HOARE, Auteur ; Will MANDY, Auteur ; Joshua STOTT, Auteur Article en page(s) : p.49-60 Langues : Anglais (eng) Mots-clés : autism  autistic women  healthcare experience  older adults Résumé : Autistic women experience a higher prevalence of physical and mental health conditions compared with autistic men and non-autistic women, plus greater premature mortality and a higher suicide risk. However, little is known about autistic women’s experiences of healthcare, particularly in middle and later life. We aimed to explore autistic women’s perspectives on accessing healthcare services in the United Kingdom. Fifteen autistic women aged between 51 and 73 years participated in semi-structured interviews, which were analysed using reflexive thematic analysis. Four main themes were generated: (1) Stigma and stereotypes in professionals’ understanding of autism leading to poor-quality care, (2) Accumulation of negative healthcare experiences reducing participants’ confidence in services, (3) Efforts required to navigate healthcare systems and (4) The future: age-related concerns and hopes for change. The autistic women in this study reported multiple barriers to accessing healthcare and they felt stigmatised by repeated negative interactions with healthcare providers. Intersections between age and gender affected how participants felt they were perceived in healthcare settings; specifically, participants felt that being an older woman contributed to their autism-related needs being overlooked or misunderstood. Implications for services and directions for future research are discussed.Lay abstract Why was the study done and what did the researchers do?Autistic women face distinctive healthcare challenges compared with autistic men and non-autistic women. However, there is not much information about their experiences with healthcare in the UK, especially as they age. To better understand the lived experiences of this population, the research team in this study interviewed 15 autistic women in middle to later life about their healthcare experiences. Information from the interviews was analysed by creating themes based on what the participants had reported.What did the researchers find?Four main themes came out of the analysis.1. Participants expressed concerns that stigma and stereotypes associated with autism led to poor healthcare experiences.2. Participants’ confidence in seeking help was affected by having many negative experiences across their lives. Difficult interactions with healthcare providers also made them less confident in seeking help.3. Navigating the healthcare system was a challenge for participants.4. Participants thought a lot about the future. They had worries about ageing and what consequences this might have on their health and support needs. They also shared hopes for better healthcare in the future.What do the findings mean?The findings highlight that autistic women in middle to later life face many barriers in accessing healthcare. The study emphasises the need for better understanding and support for autistic women in healthcare settings. En ligne : https://dx.doi.org/10.1177/13623613251362265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] The healthcare experiences of middle and older age autistic women in the United Kingdom [texte imprimé] / Amy GILLIONS, Auteur ; Elizabeth O’NIONS, Auteur ; Hassan MANSOUR, Auteur ; Sarah HOARE, Auteur ; Will MANDY, Auteur ; Joshua STOTT, Auteur . - p.49-60. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.49-60 Mots-clés : autism  autistic women  healthcare experience  older adults Résumé : Autistic women experience a higher prevalence of physical and mental health conditions compared with autistic men and non-autistic women, plus greater premature mortality and a higher suicide risk. However, little is known about autistic women’s experiences of healthcare, particularly in middle and later life. We aimed to explore autistic women’s perspectives on accessing healthcare services in the United Kingdom. Fifteen autistic women aged between 51 and 73 years participated in semi-structured interviews, which were analysed using reflexive thematic analysis. Four main themes were generated: (1) Stigma and stereotypes in professionals’ understanding of autism leading to poor-quality care, (2) Accumulation of negative healthcare experiences reducing participants’ confidence in services, (3) Efforts required to navigate healthcare systems and (4) The future: age-related concerns and hopes for change. The autistic women in this study reported multiple barriers to accessing healthcare and they felt stigmatised by repeated negative interactions with healthcare providers. Intersections between age and gender affected how participants felt they were perceived in healthcare settings; specifically, participants felt that being an older woman contributed to their autism-related needs being overlooked or misunderstood. Implications for services and directions for future research are discussed.Lay abstract Why was the study done and what did the researchers do?Autistic women face distinctive healthcare challenges compared with autistic men and non-autistic women. However, there is not much information about their experiences with healthcare in the UK, especially as they age. To better understand the lived experiences of this population, the research team in this study interviewed 15 autistic women in middle to later life about their healthcare experiences. Information from the interviews was analysed by creating themes based on what the participants had reported.What did the researchers find?Four main themes came out of the analysis.1. Participants expressed concerns that stigma and stereotypes associated with autism led to poor healthcare experiences.2. Participants’ confidence in seeking help was affected by having many negative experiences across their lives. Difficult interactions with healthcare providers also made them less confident in seeking help.3. Navigating the healthcare system was a challenge for participants.4. Participants thought a lot about the future. They had worries about ageing and what consequences this might have on their health and support needs. They also shared hopes for better healthcare in the future.What do the findings mean?The findings highlight that autistic women in middle to later life face many barriers in accessing healthcare. The study emphasises the need for better understanding and support for autistic women in healthcare settings. En ligne : https://dx.doi.org/10.1177/13623613251362265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Influences on suicidality and suicide-prevention needs for the autistic community: Qualitative insights from multiple perspectives / Anne V. KIRBY in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.61-73 Titre : Influences on suicidality and suicide-prevention needs for the autistic community: Qualitative insights from multiple perspectives Type de document : texte imprimé Auteurs : Anne V. KIRBY, Auteur ; Kristina FELDMAN, Auteur ; Wilhelm CLARK, Auteur ; Amber N. DARLINGTON, Auteur ; Alissa ATISME, Auteur ; Bobbi DUNCAN-ISHCOMER, Auteur ; Rachel KRIPKE-LUDWIG, Auteur ; Andrea JOYCE, Auteur ; Whitney LEE, Auteur ; Kayla RODRIGUEZ, Auteur ; Zack SIDDEEK, Auteur ; Kavitha MURTHI, Auteur ; Brooks KEESHIN, Auteur ; Hilary COON, Auteur ; Christina NICOLAIDIS, Auteur Article en page(s) : p.61-73 Langues : Anglais (eng) Mots-clés : autism  community-engagement  qualitative  suicidal ideation  suicide prevention Résumé : Autistic individuals are disproportionately likely to experience suicidal thoughts, feelings, and actions. Addressing suicidality is also a high priority of autistic community members. The goal of this study was to understand broad influences on suicidality and suicide-prevention needs for the autistic community. Using a community-based participatory research approach, we conducted a reflective thematic analysis of qualitative interviews with 16 autistic adults, 8 family members, and 14 mental health providers. Themes summarizing influences on suicidality and suicide-prevention needs centered on three broad thematic concepts: (1) Pervasive negative societal attitudes and social experiences have a lasting impact on autistic people’s feelings of worth; (2) negative experiences and stressors add strain, making life feel overwhelming and hopeless; and (3) difficulty regulating and managing emotions can increase the likelihood of suicidal feelings and actions. Participants provided autism-specific recommendations to incorporate into suicide prevention. The findings emphasize the need for multifaceted suicide-prevention efforts supporting autistic people through improved societal treatment, community-level supports, and individually tailored services.Lay Abstract Autistic people experience suicidal thoughts, feelings, and actions more often than non-autistic people. Autistic community members say this is an important research topic. The goal of this study was to understand broadly what kinds of things might lead autistic people to feel suicidal. We also wanted to know what is needed for suicide prevention for the autistic community. The research team for this study included autistic community partners using an approach called community-based participatory research. The study team did interviews with 16 autistic adults, 8 family members, and 14 mental health providers. The results show that different types of experiences can lead to suicidality. One influence is the negative treatment of autistic people. Negative experiences, challenges, and stressors can also make life feel overwhelming for autistic people. Finally, difficult emotions can be hard to manage. There are many things that participants thought would help autistic people feel less suicidal. The study shows that autistic people need to be treated better and need more community supports to help prevent suicidal feelings. They need individualized services to help manage their emotions. En ligne : https://dx.doi.org/10.1177/13623613251368019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Influences on suicidality and suicide-prevention needs for the autistic community: Qualitative insights from multiple perspectives [texte imprimé] / Anne V. KIRBY, Auteur ; Kristina FELDMAN, Auteur ; Wilhelm CLARK, Auteur ; Amber N. DARLINGTON, Auteur ; Alissa ATISME, Auteur ; Bobbi DUNCAN-ISHCOMER, Auteur ; Rachel KRIPKE-LUDWIG, Auteur ; Andrea JOYCE, Auteur ; Whitney LEE, Auteur ; Kayla RODRIGUEZ, Auteur ; Zack SIDDEEK, Auteur ; Kavitha MURTHI, Auteur ; Brooks KEESHIN, Auteur ; Hilary COON, Auteur ; Christina NICOLAIDIS, Auteur . - p.61-73. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.61-73 Mots-clés : autism  community-engagement  qualitative  suicidal ideation  suicide prevention Résumé : Autistic individuals are disproportionately likely to experience suicidal thoughts, feelings, and actions. Addressing suicidality is also a high priority of autistic community members. The goal of this study was to understand broad influences on suicidality and suicide-prevention needs for the autistic community. Using a community-based participatory research approach, we conducted a reflective thematic analysis of qualitative interviews with 16 autistic adults, 8 family members, and 14 mental health providers. Themes summarizing influences on suicidality and suicide-prevention needs centered on three broad thematic concepts: (1) Pervasive negative societal attitudes and social experiences have a lasting impact on autistic people’s feelings of worth; (2) negative experiences and stressors add strain, making life feel overwhelming and hopeless; and (3) difficulty regulating and managing emotions can increase the likelihood of suicidal feelings and actions. Participants provided autism-specific recommendations to incorporate into suicide prevention. The findings emphasize the need for multifaceted suicide-prevention efforts supporting autistic people through improved societal treatment, community-level supports, and individually tailored services.Lay Abstract Autistic people experience suicidal thoughts, feelings, and actions more often than non-autistic people. Autistic community members say this is an important research topic. The goal of this study was to understand broadly what kinds of things might lead autistic people to feel suicidal. We also wanted to know what is needed for suicide prevention for the autistic community. The research team for this study included autistic community partners using an approach called community-based participatory research. The study team did interviews with 16 autistic adults, 8 family members, and 14 mental health providers. The results show that different types of experiences can lead to suicidality. One influence is the negative treatment of autistic people. Negative experiences, challenges, and stressors can also make life feel overwhelming for autistic people. Finally, difficult emotions can be hard to manage. There are many things that participants thought would help autistic people feel less suicidal. The study shows that autistic people need to be treated better and need more community supports to help prevent suicidal feelings. They need individualized services to help manage their emotions. En ligne : https://dx.doi.org/10.1177/13623613251368019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Experiences of self-harm, suicidal ideation and mental health care among autistic youth / Amanda SABO in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.74-83 Titre : Experiences of self-harm, suicidal ideation and mental health care among autistic youth Type de document : texte imprimé Auteurs : Amanda SABO, Auteur ; Jo ROBINSON, Auteur ; India BELLAIRS-WALSH, Auteur ; Linda TAIMRE, Auteur ; William NGUYEN, Auteur ; Lisa PHILLIPS, Auteur ; Michelle LAMBLIN, Auteur ; Eleanor BAILEY, Auteur Article en page(s) : p.74-83 Langues : Anglais (eng) Mots-clés : autism  help-seeking  mental health care  self-harm  suicidal ideation  youth Résumé : Autistic youth experience high rates of self-harm and suicidal ideation, and substantial barriers to adequate mental health care. Research suggests that mental health services may not meet the needs of autistic individuals, though autistic youth experiencing self-harm and suicidal ideation are underrepresented in this literature. The present study aimed to explore experiences of self-harm, suicidal ideation and mental health care among a sample of autistic youth recruited through two Australian government-funded youth mental health services. Online interviews with seven autistic participants aged 15–23 years were transcribed and thematically analysed using a reflexive approach. Four themes and two subthemes were generated: (1) social rejection as risk, and connection as protection; (2) overwhelming emotions can lead to self-harm and hinder help-seeking; (3) feeling (mis)understood and (in)adequately accommodated by clinicians (comprising two subthemes related to poor understanding and accommodation of autism within mental health services); and (4) safety planning can feel like a box-ticking exercise. These findings highlight the importance of social connectedness as a protective factor against self-harm and suicidal ideation for autistic youth, and the necessity of improving understanding and accommodation of autism in mental health care settings and suicide interventions.Lay abstract Autistic people under the age of 25 experience high rates of self-harm and suicidal thoughts. Previous research has found that mental health care provided by professionals like psychologists might not meet the needs of autistic people. However, this research has usually focused on autistic adults, so less is known about the experiences of younger autistic people. In this study, we spoke with seven autistic young people aged between 15 and 23 years, and asked about their experiences of self-harm, suicidal thoughts and mental health care. Many participants had experienced social rejection or bullying, which contributed to their self-harm and suicidal thoughts. However, positive relationships with family, friends and others were a source of support when they were struggling. Self-harm was described as a way to cope with strong negative emotions, but many participants found it hard to talk about or describe those emotions, which made it difficult to get support. The help they received from psychologists for their self-harm and suicidal thoughts was impacted by how well the psychologist understood autism, and whether they were willing to accommodate the participants’ individual needs and preferences. Participants had created suicide safety plans as part of the mental health care they received, but many felt like they had to do this just for the sake of doing it, rather than creating a plan that was truly helpful. En ligne : https://dx.doi.org/10.1177/13623613251366863 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Experiences of self-harm, suicidal ideation and mental health care among autistic youth [texte imprimé] / Amanda SABO, Auteur ; Jo ROBINSON, Auteur ; India BELLAIRS-WALSH, Auteur ; Linda TAIMRE, Auteur ; William NGUYEN, Auteur ; Lisa PHILLIPS, Auteur ; Michelle LAMBLIN, Auteur ; Eleanor BAILEY, Auteur . - p.74-83. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.74-83 Mots-clés : autism  help-seeking  mental health care  self-harm  suicidal ideation  youth Résumé : Autistic youth experience high rates of self-harm and suicidal ideation, and substantial barriers to adequate mental health care. Research suggests that mental health services may not meet the needs of autistic individuals, though autistic youth experiencing self-harm and suicidal ideation are underrepresented in this literature. The present study aimed to explore experiences of self-harm, suicidal ideation and mental health care among a sample of autistic youth recruited through two Australian government-funded youth mental health services. Online interviews with seven autistic participants aged 15–23 years were transcribed and thematically analysed using a reflexive approach. Four themes and two subthemes were generated: (1) social rejection as risk, and connection as protection; (2) overwhelming emotions can lead to self-harm and hinder help-seeking; (3) feeling (mis)understood and (in)adequately accommodated by clinicians (comprising two subthemes related to poor understanding and accommodation of autism within mental health services); and (4) safety planning can feel like a box-ticking exercise. These findings highlight the importance of social connectedness as a protective factor against self-harm and suicidal ideation for autistic youth, and the necessity of improving understanding and accommodation of autism in mental health care settings and suicide interventions.Lay abstract Autistic people under the age of 25 experience high rates of self-harm and suicidal thoughts. Previous research has found that mental health care provided by professionals like psychologists might not meet the needs of autistic people. However, this research has usually focused on autistic adults, so less is known about the experiences of younger autistic people. In this study, we spoke with seven autistic young people aged between 15 and 23 years, and asked about their experiences of self-harm, suicidal thoughts and mental health care. Many participants had experienced social rejection or bullying, which contributed to their self-harm and suicidal thoughts. However, positive relationships with family, friends and others were a source of support when they were struggling. Self-harm was described as a way to cope with strong negative emotions, but many participants found it hard to talk about or describe those emotions, which made it difficult to get support. The help they received from psychologists for their self-harm and suicidal thoughts was impacted by how well the psychologist understood autism, and whether they were willing to accommodate the participants’ individual needs and preferences. Participants had created suicide safety plans as part of the mental health care they received, but many felt like they had to do this just for the sake of doing it, rather than creating a plan that was truly helpful. En ligne : https://dx.doi.org/10.1177/13623613251366863 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

How do typically developing brothers and sisters accept their siblings with Down syndrome or autism? An examination of personal characteristics / Raaya ALON in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.84-96 Titre : How do typically developing brothers and sisters accept their siblings with Down syndrome or autism? An examination of personal characteristics Type de document : texte imprimé Auteurs : Raaya ALON, Auteur Article en page(s) : p.84-96 Langues : Anglais (eng) Mots-clés : acceptance  disability  emotions  optimism  perceived independent functionality Résumé : Typically developing siblings’ acceptance of a sibling with Down syndrome (DS) or autism influences the nature of sibling relations and their willingness to care for their sibling with disability in the future. Optimism is a central personality characteristic in coping with challenging life situations and the emotions toward the sibling with Down syndrome/autism are prominent in siblings’ adjustment to their complex circumstances. The current study examined how optimism and emotions toward a sibling with Down syndrome or autism influence typically developing siblings’ acceptance of their sibling with a disability. The role of demographic variables (sex of the typically developing sibling, diagnosis, and independent functioning of the sibling with disability) was also considered. Participants included 520 Jewish-Israeli siblings (189 brothers, 331 sisters, aged 18–27). Of these, 284 had siblings with Down syndrome, and 236 had siblings with autism. Siblings completed self-report questionnaires on optimism, emotions, and acceptance. Hierarchical regressions with three-way interactions revealed that optimism, sex, and the sibling’s diagnosis and independent functioning explained a significant portion of variance in acceptance. The findings highlight the importance of fostering optimism and emotional processing, particularly for siblings of individuals with autism and among brothers. These results have implications for interventions aimed at improving sibling relationships and future caregiving.Lay Abstract Being a brother or sister to an individual with Down syndrome or autism can shape how siblings feel about and care for their sibling with the disability. This study looked at how optimism (a general positive outlook) and emotions relate to accepting the individual with the disability. The study also considered whether the non-disabled sibling’s gender, diagnosis (Down syndrome or autism), and level of independent capability of the sibling with the disability contributed to the acceptance levels. Participants in the study were 520 Jewish-Israeli young adults (ages 18–27) who had a sibling with Down syndrome or autism. They answered questions about their emotions, optimism, and acceptance of the sibling with the disability. The results showed that optimism and emotions were important for acceptance, but this varied depending on whether the typically developing sibling was male or female, whether the sibling had Down syndrome or autism, and their level of independent capability. These findings suggest that helping siblings, especially brothers of individuals with autism, build optimism and process their emotions, can improve sibling relationships and support future caregiving roles. En ligne : https://dx.doi.org/10.1177/13623613251366870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] How do typically developing brothers and sisters accept their siblings with Down syndrome or autism? An examination of personal characteristics [texte imprimé] / Raaya ALON, Auteur . - p.84-96. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.84-96 Mots-clés : acceptance  disability  emotions  optimism  perceived independent functionality Résumé : Typically developing siblings’ acceptance of a sibling with Down syndrome (DS) or autism influences the nature of sibling relations and their willingness to care for their sibling with disability in the future. Optimism is a central personality characteristic in coping with challenging life situations and the emotions toward the sibling with Down syndrome/autism are prominent in siblings’ adjustment to their complex circumstances. The current study examined how optimism and emotions toward a sibling with Down syndrome or autism influence typically developing siblings’ acceptance of their sibling with a disability. The role of demographic variables (sex of the typically developing sibling, diagnosis, and independent functioning of the sibling with disability) was also considered. Participants included 520 Jewish-Israeli siblings (189 brothers, 331 sisters, aged 18–27). Of these, 284 had siblings with Down syndrome, and 236 had siblings with autism. Siblings completed self-report questionnaires on optimism, emotions, and acceptance. Hierarchical regressions with three-way interactions revealed that optimism, sex, and the sibling’s diagnosis and independent functioning explained a significant portion of variance in acceptance. The findings highlight the importance of fostering optimism and emotional processing, particularly for siblings of individuals with autism and among brothers. These results have implications for interventions aimed at improving sibling relationships and future caregiving.Lay Abstract Being a brother or sister to an individual with Down syndrome or autism can shape how siblings feel about and care for their sibling with the disability. This study looked at how optimism (a general positive outlook) and emotions relate to accepting the individual with the disability. The study also considered whether the non-disabled sibling’s gender, diagnosis (Down syndrome or autism), and level of independent capability of the sibling with the disability contributed to the acceptance levels. Participants in the study were 520 Jewish-Israeli young adults (ages 18–27) who had a sibling with Down syndrome or autism. They answered questions about their emotions, optimism, and acceptance of the sibling with the disability. The results showed that optimism and emotions were important for acceptance, but this varied depending on whether the typically developing sibling was male or female, whether the sibling had Down syndrome or autism, and their level of independent capability. These findings suggest that helping siblings, especially brothers of individuals with autism, build optimism and process their emotions, can improve sibling relationships and support future caregiving roles. En ligne : https://dx.doi.org/10.1177/13623613251366870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Nor weak ties, nor strong ties: Personal support networks and relations between autistic peers / Isabelle COURCY in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.97-110 Titre : Nor weak ties, nor strong ties: Personal support networks and relations between autistic peers Type de document : texte imprimé Auteurs : Isabelle COURCY, Auteur ; Noémie CUSSON, Auteur ; Nuria JEANNERET, Auteur Article en page(s) : p.97-110 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  family functioning and support  qualitative research Résumé : The aim of this study is to analyze egocentric social networks of 31 autistic adults in Québec (Canada). We examined the composition of their proximal personal support network and the role of support shared among autistic peers. A mixed method analysis was used. An egocentric network questionnaire that included qualitative prompts was conducted to gather participants’ interpretations and reference systems, facilitating an understanding of networks’ multidimensional aspect. A reflexive thematic analysis was conducted with a subset of the data from the qualitative prompts. Three main themes were identified: (1) interference in social interactions, (2) mutual acknowledgment, and (3) social engagement in the community. Most participants (n = 21) mentioned autistic peers, but although these peers may have provided support, participants rarely identified them as being part of their proximal personal support network. Results nevertheless highlight the importance of peer support for several participants, which can refer to the concept of “weak ties,” but they differ from it by the exchanges of emotional support, which are normally expected from “strong” ties.Lay abstract Social support is recognized as an important predictor of quality of life in autistic and neurodivergent people. However, few studies have explored in detail the composition of support networks in autistic adults. Moreover, research on social networks in the field of autism has mainly focused on the support networks of experts and parents. This article presents the results of a study that analyzed the composition of the support network of 31 autistic adults and examined the role of autistic peer support in their network. Interviews were conducted with the participants. Most of them (n = 21) mentioned autistic peers in their social network. Although these peers provided unique types of support, participants rarely identified them as close friends or relatives. Nevertheless, the results underline the importance of peer support for participants, which often presented itself as empathetic listening, the sharing of advice to deal with everyday life issues and company for recreational activities. This study shows that we should not underestimate the support that can be provided by people who share a common experience, even if they are not considered close friends. It paves the way to thinking about how communities and professionals, such as social workers and educators, can support opportunities and facilitate spaces that foster peer support. En ligne : https://dx.doi.org/10.1177/13623613251369908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Nor weak ties, nor strong ties: Personal support networks and relations between autistic peers [texte imprimé] / Isabelle COURCY, Auteur ; Noémie CUSSON, Auteur ; Nuria JEANNERET, Auteur . - p.97-110. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.97-110 Mots-clés : adults  autism spectrum disorders  family functioning and support  qualitative research Résumé : The aim of this study is to analyze egocentric social networks of 31 autistic adults in Québec (Canada). We examined the composition of their proximal personal support network and the role of support shared among autistic peers. A mixed method analysis was used. An egocentric network questionnaire that included qualitative prompts was conducted to gather participants’ interpretations and reference systems, facilitating an understanding of networks’ multidimensional aspect. A reflexive thematic analysis was conducted with a subset of the data from the qualitative prompts. Three main themes were identified: (1) interference in social interactions, (2) mutual acknowledgment, and (3) social engagement in the community. Most participants (n = 21) mentioned autistic peers, but although these peers may have provided support, participants rarely identified them as being part of their proximal personal support network. Results nevertheless highlight the importance of peer support for several participants, which can refer to the concept of “weak ties,” but they differ from it by the exchanges of emotional support, which are normally expected from “strong” ties.Lay abstract Social support is recognized as an important predictor of quality of life in autistic and neurodivergent people. However, few studies have explored in detail the composition of support networks in autistic adults. Moreover, research on social networks in the field of autism has mainly focused on the support networks of experts and parents. This article presents the results of a study that analyzed the composition of the support network of 31 autistic adults and examined the role of autistic peer support in their network. Interviews were conducted with the participants. Most of them (n = 21) mentioned autistic peers in their social network. Although these peers provided unique types of support, participants rarely identified them as close friends or relatives. Nevertheless, the results underline the importance of peer support for participants, which often presented itself as empathetic listening, the sharing of advice to deal with everyday life issues and company for recreational activities. This study shows that we should not underestimate the support that can be provided by people who share a common experience, even if they are not considered close friends. It paves the way to thinking about how communities and professionals, such as social workers and educators, can support opportunities and facilitate spaces that foster peer support. En ligne : https://dx.doi.org/10.1177/13623613251369908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Quality employee–manager relationships are key to career success / Susan M. HAYWARD in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.111-121 Titre : Quality employee–manager relationships are key to career success Type de document : texte imprimé Auteurs : Susan M. HAYWARD, Auteur ; Sophie HENNEKAM, Auteur ; Simon M BURY, Auteur Article en page(s) : p.111-121 Langues : Anglais (eng) Mots-clés : growth  leader  LMX  neurodiversity  supervisor Résumé : This study investigated the relationship between the perceived quality of employee–manager relationships and workplace outcomes, and whether these differed between autistic and non-autistic employees. We surveyed 189 employed participants (n = 92 autistic, n = 97 non-autistic) from the United Kingdom. Participants completed measures of employee–manager relationship quality; workplace behaviours, for example, strengths use and job crafting; and outcomes, for example, career development opportunities and job satisfaction. Multiple regression analyses assessed the association between employee–manager relationship and autism diagnosis on behaviours and outcomes. One’s relationship with their manager was a significant predictor of all workplace behaviours and outcomes, explaining 22% of the variance in career development opportunities and 7%–11% for other dependent variables. Autism diagnosis was not an independent predictor of the quality of the employee–manager relationship and outcomes. Autistic participants rated the relationship with their managers as poorer than non-autistic employees. This study emphasises the importance of positive employee–manager relationships for career success, irrespective of neurotype. However, the poorer ratings of these relationships by autistic employees highlight a critical need for strategies to enhance employee–manager relationships.Lay Abstract Quality Employee–Manager Relationships are Key to Career SuccessWhy is this an important issue?Finding and keeping meaningful work is challenging for many autistic adults. A key factor in career success is the relationship between employees and their managers. Research shows that a strong relationship with one’s manager can help employees use their strengths, feel more satisfied in their jobs and grow in their careers. However, little is known about how this applies to autistic employees, who may face unique challenges in the workplace. Understanding how these relationships affect autistic employees is important for creating supportive, inclusive and successful work environments.What was the purpose of this study?The study aimed to explore whether the quality of the relationship between employees and their managers affects autistic employees’ workplace success. The researchers wanted to know if this relationship impacts things like job satisfaction, career development opportunities and the ability to use their strengths at work. They also compared autistic employees to non-autistic employees to see if there were any differences in these areas.What did the researchers do?The researchers surveyed 189 employees from the United Kingdom, including 92 autistic and 97 non-autistic participants. They asked participants about their relationship with their manager, how often they used their strengths at work, their job satisfaction and their career development opportunities. The researchers analysed this data to see how much the quality of the manager–employee relationship influenced workplace outcomes.What were the results and conclusions of the study?The study found that the quality of the relationship with one’s manager was a strong predictor of workplace success for both autistic and non-autistic employees. This relationship was more important than whether an employee was autistic. However, autistic participants rated their relationships with their managers as poorer than non-autistic participants. En ligne : https://dx.doi.org/10.1177/13623613251370814 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Quality employee–manager relationships are key to career success [texte imprimé] / Susan M. HAYWARD, Auteur ; Sophie HENNEKAM, Auteur ; Simon M BURY, Auteur . - p.111-121. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.111-121 Mots-clés : growth  leader  LMX  neurodiversity  supervisor Résumé : This study investigated the relationship between the perceived quality of employee–manager relationships and workplace outcomes, and whether these differed between autistic and non-autistic employees. We surveyed 189 employed participants (n = 92 autistic, n = 97 non-autistic) from the United Kingdom. Participants completed measures of employee–manager relationship quality; workplace behaviours, for example, strengths use and job crafting; and outcomes, for example, career development opportunities and job satisfaction. Multiple regression analyses assessed the association between employee–manager relationship and autism diagnosis on behaviours and outcomes. One’s relationship with their manager was a significant predictor of all workplace behaviours and outcomes, explaining 22% of the variance in career development opportunities and 7%–11% for other dependent variables. Autism diagnosis was not an independent predictor of the quality of the employee–manager relationship and outcomes. Autistic participants rated the relationship with their managers as poorer than non-autistic employees. This study emphasises the importance of positive employee–manager relationships for career success, irrespective of neurotype. However, the poorer ratings of these relationships by autistic employees highlight a critical need for strategies to enhance employee–manager relationships.Lay Abstract Quality Employee–Manager Relationships are Key to Career SuccessWhy is this an important issue?Finding and keeping meaningful work is challenging for many autistic adults. A key factor in career success is the relationship between employees and their managers. Research shows that a strong relationship with one’s manager can help employees use their strengths, feel more satisfied in their jobs and grow in their careers. However, little is known about how this applies to autistic employees, who may face unique challenges in the workplace. Understanding how these relationships affect autistic employees is important for creating supportive, inclusive and successful work environments.What was the purpose of this study?The study aimed to explore whether the quality of the relationship between employees and their managers affects autistic employees’ workplace success. The researchers wanted to know if this relationship impacts things like job satisfaction, career development opportunities and the ability to use their strengths at work. They also compared autistic employees to non-autistic employees to see if there were any differences in these areas.What did the researchers do?The researchers surveyed 189 employees from the United Kingdom, including 92 autistic and 97 non-autistic participants. They asked participants about their relationship with their manager, how often they used their strengths at work, their job satisfaction and their career development opportunities. The researchers analysed this data to see how much the quality of the manager–employee relationship influenced workplace outcomes.What were the results and conclusions of the study?The study found that the quality of the relationship with one’s manager was a strong predictor of workplace success for both autistic and non-autistic employees. This relationship was more important than whether an employee was autistic. However, autistic participants rated their relationships with their managers as poorer than non-autistic participants. En ligne : https://dx.doi.org/10.1177/13623613251370814 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Understanding eye care access for autistic adults and families: A convergent mixed-methods study / Chris EDWARDS in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.122-133 Titre : Understanding eye care access for autistic adults and families: A convergent mixed-methods study Type de document : texte imprimé Auteurs : Chris EDWARDS, Auteur ; Abigail M.A. LOVE, Auteur ; Ru Ying CAI, Auteur ; Paul CONSTABLE, Auteur ; Daniel C. LOVE, Auteur ; Ketan PARMAR, Auteur ; Emma GOWEN, Auteur ; Vicki GIBBS, Auteur Article en page(s) : p.122-133 Langues : Anglais (eng) Mots-clés : autism  autism-friendly  clinical/diagnoses  eye care  healthcare  vision Résumé : Autistic people face persistent barriers to accessing healthcare, yet little is known about their experiences receiving eye care, despite elevated rates of vision conditions. This convergent mixed-methods study explored the eye care experiences of 127 autistic adults and 69 parents of autistic children living in Australia and Aotearoa New Zealand. Through an online survey incorporating both structured and open-ended items, we examined access patterns, perceived barriers and enablers, and unmet needs. Quantitative data revealed widespread challenges, including sensory discomfort, communication difficulties, and financial costs, while qualitative responses foregrounded how provider interaction, clinical pacing, and environmental conditions shaped overall experience. Although participants valued clearer communication and sensory-informed adjustments, these were described as insufficient in the face of structural barriers such as affordability and inaccessible service locations. These findings align with emerging models of autism-informed healthcare that advocate for systemic, rather than ad hoc, approaches to accessibility. Our results underscore the need for proactive, cross-sector solutions developed in partnership with autistic people, which embed neurodiversity-affirming principles into eye care design, delivery, and policy. Addressing these inequities is both an ethical and practical imperative if we are to ensure that eye care services are inclusive, sustainable, and responsive to diverse ways of being.Lay abstract Autistic people often face barriers when using healthcare services, but little is known about their experiences with eye care. This is important because autistic people are more likely to have vision problems like needing glasses, having a lazy eye, or having trouble with how their eyes work together. In this study, we asked 127 autistic adults and 69 parents of autistic children in Australia and Aotearoa New Zealand about their experiences receiving eye care. People completed an online survey that included multiple-choice questions and space to describe their experiences in their own words. Many participants said that eye care could be stressful or confusing. Common challenges included unclear instructions, bright lights, noisy environments, feeling rushed, and staff not understanding autism. Some people avoided going to eye care professionals altogether because they could not afford glasses or found the environment too overwhelming. Participants said that small changes like using plain language, giving more time, and creating a calm environment helped make care more accessible. However, these small changes were not always enough, especially when services were too expensive or hard to get to. To improve access to eye care, changes need to happen at all levels, including how clinics are designed and how staff are trained. These changes should be made together with autistic people to make sure that services meet their needs and feel respectful and welcoming. This study shows the need to redesign eye care so that it works better for autistic people and their families. En ligne : https://dx.doi.org/10.1177/13623613251371509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Understanding eye care access for autistic adults and families: A convergent mixed-methods study [texte imprimé] / Chris EDWARDS, Auteur ; Abigail M.A. LOVE, Auteur ; Ru Ying CAI, Auteur ; Paul CONSTABLE, Auteur ; Daniel C. LOVE, Auteur ; Ketan PARMAR, Auteur ; Emma GOWEN, Auteur ; Vicki GIBBS, Auteur . - p.122-133. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.122-133 Mots-clés : autism  autism-friendly  clinical/diagnoses  eye care  healthcare  vision Résumé : Autistic people face persistent barriers to accessing healthcare, yet little is known about their experiences receiving eye care, despite elevated rates of vision conditions. This convergent mixed-methods study explored the eye care experiences of 127 autistic adults and 69 parents of autistic children living in Australia and Aotearoa New Zealand. Through an online survey incorporating both structured and open-ended items, we examined access patterns, perceived barriers and enablers, and unmet needs. Quantitative data revealed widespread challenges, including sensory discomfort, communication difficulties, and financial costs, while qualitative responses foregrounded how provider interaction, clinical pacing, and environmental conditions shaped overall experience. Although participants valued clearer communication and sensory-informed adjustments, these were described as insufficient in the face of structural barriers such as affordability and inaccessible service locations. These findings align with emerging models of autism-informed healthcare that advocate for systemic, rather than ad hoc, approaches to accessibility. Our results underscore the need for proactive, cross-sector solutions developed in partnership with autistic people, which embed neurodiversity-affirming principles into eye care design, delivery, and policy. Addressing these inequities is both an ethical and practical imperative if we are to ensure that eye care services are inclusive, sustainable, and responsive to diverse ways of being.Lay abstract Autistic people often face barriers when using healthcare services, but little is known about their experiences with eye care. This is important because autistic people are more likely to have vision problems like needing glasses, having a lazy eye, or having trouble with how their eyes work together. In this study, we asked 127 autistic adults and 69 parents of autistic children in Australia and Aotearoa New Zealand about their experiences receiving eye care. People completed an online survey that included multiple-choice questions and space to describe their experiences in their own words. Many participants said that eye care could be stressful or confusing. Common challenges included unclear instructions, bright lights, noisy environments, feeling rushed, and staff not understanding autism. Some people avoided going to eye care professionals altogether because they could not afford glasses or found the environment too overwhelming. Participants said that small changes like using plain language, giving more time, and creating a calm environment helped make care more accessible. However, these small changes were not always enough, especially when services were too expensive or hard to get to. To improve access to eye care, changes need to happen at all levels, including how clinics are designed and how staff are trained. These changes should be made together with autistic people to make sure that services meet their needs and feel respectful and welcoming. This study shows the need to redesign eye care so that it works better for autistic people and their families. En ligne : https://dx.doi.org/10.1177/13623613251371509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Listening in a noisy world: The impact of acoustic cues and background music on speech perception in autism / Jiayin LI in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.134-149 Titre : Listening in a noisy world: The impact of acoustic cues and background music on speech perception in autism Type de document : texte imprimé Auteurs : Jiayin LI, Auteur ; Maleeha SUJAWAL, Auteur ; Zivile BERNOTAITE, Auteur ; Ian CUNNINGS, Auteur ; Fang LIU, Auteur Article en page(s) : p.134-149 Langues : Anglais (eng) Mots-clés : acoustic cue  autism  background music  speech-in-noise processing Résumé : Recognising speech in noise involves focusing on a target speaker while filtering out competing voices and sounds. Acoustic cues, such as vocal characteristics and spatial location, help differentiate between speakers. However, autistic individuals may process these cues differently, making it more challenging for them to perceive speech in such conditions. This study investigated how autistic individuals use acoustic cues to follow a target speaker and whether background music increases processing demands. Thirty-six autistic and 36 non-autistic participants, recruited in the United Kingdom, identified information from a target speaker while ignoring a competing speaker and background music. The competing speaker’s gender and location either matched or differed from the target. The autistic group exhibited lower mean accuracy across cue conditions, indicating general challenges in recognising speech in noise. Trial-level analyses revealed that while both groups showed accuracy improvements over time without acoustic cues, the autistic group demonstrated smaller gains, suggesting greater difficulty in tracking the target speaker without distinct acoustic features. Background music did not disproportionately affect autistic participants but had a greater impact on those with stronger local processing tendencies. Using a naturalistic paradigm mimicking real-life scenarios, this study provides insights into speech-in-noise processing in autism, informing strategies to support speech perception in complex environments.Lay abstract This study examined how autistic and non-autistic adults understand speech when other voices or music were playing in the background. Participants focused on one main speaker while another voice played simultaneously. Sometimes, the second voice differed from the main one in gender or where the sound was coming from. These differences made it easier to tell the voices apart and understand what the main speaker was saying. Both autistic and non-autistic participants did better when these differences were present. But autistic individuals struggled more when the two voices were the same gender and came from the same location. Background music also made it harder to understand speech for everyone, but it especially affected autistic participants who tended to focus more on small details. These findings help us understand how autistic individuals process speech in noisy environments and could lead to better ways to support communication. En ligne : https://dx.doi.org/10.1177/13623613251376484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Listening in a noisy world: The impact of acoustic cues and background music on speech perception in autism [texte imprimé] / Jiayin LI, Auteur ; Maleeha SUJAWAL, Auteur ; Zivile BERNOTAITE, Auteur ; Ian CUNNINGS, Auteur ; Fang LIU, Auteur . - p.134-149. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.134-149 Mots-clés : acoustic cue  autism  background music  speech-in-noise processing Résumé : Recognising speech in noise involves focusing on a target speaker while filtering out competing voices and sounds. Acoustic cues, such as vocal characteristics and spatial location, help differentiate between speakers. However, autistic individuals may process these cues differently, making it more challenging for them to perceive speech in such conditions. This study investigated how autistic individuals use acoustic cues to follow a target speaker and whether background music increases processing demands. Thirty-six autistic and 36 non-autistic participants, recruited in the United Kingdom, identified information from a target speaker while ignoring a competing speaker and background music. The competing speaker’s gender and location either matched or differed from the target. The autistic group exhibited lower mean accuracy across cue conditions, indicating general challenges in recognising speech in noise. Trial-level analyses revealed that while both groups showed accuracy improvements over time without acoustic cues, the autistic group demonstrated smaller gains, suggesting greater difficulty in tracking the target speaker without distinct acoustic features. Background music did not disproportionately affect autistic participants but had a greater impact on those with stronger local processing tendencies. Using a naturalistic paradigm mimicking real-life scenarios, this study provides insights into speech-in-noise processing in autism, informing strategies to support speech perception in complex environments.Lay abstract This study examined how autistic and non-autistic adults understand speech when other voices or music were playing in the background. Participants focused on one main speaker while another voice played simultaneously. Sometimes, the second voice differed from the main one in gender or where the sound was coming from. These differences made it easier to tell the voices apart and understand what the main speaker was saying. Both autistic and non-autistic participants did better when these differences were present. But autistic individuals struggled more when the two voices were the same gender and came from the same location. Background music also made it harder to understand speech for everyone, but it especially affected autistic participants who tended to focus more on small details. These findings help us understand how autistic individuals process speech in noisy environments and could lead to better ways to support communication. En ligne : https://dx.doi.org/10.1177/13623613251376484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Reconceptualising independence in autistic adulthood: Comparing Chinese parents’ perspectives on autistic adults with and without intellectual disabilities / Anqi HUANG in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.150-162 Titre : Reconceptualising independence in autistic adulthood: Comparing Chinese parents’ perspectives on autistic adults with and without intellectual disabilities Type de document : texte imprimé Auteurs : Anqi HUANG, Auteur ; Yupei YE, Auteur ; Xuejiao HAN, Auteur ; Ziyi ZHANG, Auteur ; Jianhong GU, Auteur ; Xiaoyan KE, Auteur Article en page(s) : p.150-162 Langues : Anglais (eng) Mots-clés : adults  autism  independence  parent  qualitative research  reflexive thematic analysis Résumé : Achieving independence in adulthood remains a widely held developmental aspiration. However, prevailing frameworks often equate independence with functional proficiency and physical separation from the family, rarely capturing the lived realities and priorities of autistic individuals and their families. This qualitative study represents the first exploration of how families of autistic adults in mainland China understand, support and engage with the concept of independence. Semi-structured interviews were conducted with 20 parents of autistic adults, including individuals both with and without intellectual disabilities. Through reflexive thematic analysis, four interrelated themes were identified: (1) Doing Independence Versus Being Independent; (2) From Aspirations to Reconceptualisations; (3) Invisible Needs and Misrecognised Competence; and (4) Independence as a Relational Process. These findings challenge reductive definitions of independence as mere task completion or detachment from familial support. Instead, they foreground the emotional, relational and cultural dimensions that shape independence across the lifespan. The study highlights how families actively recalibrate expectations, navigate structural constraints and advocate for contextually attuned support. In doing so, it underscores the need to reconceptualise independence as a dynamic, co-constructed process that honours both the individuality of autistic adults and the ecological contexts within which their lives unfold.Lay Abstract Independence is often positioned as a hallmark of successful adulthood. This study explored how families in mainland China understand and support independence in autistic adults from the perspective of their parents. We talked with 20 parents of autistic adults, whose children included 11 with and 9 without intellectual disabilities, to learn how they understand and support their children’s independence. Parents described independence not simply as living alone or managing daily tasks without help, but as a process that develops gradually over time, shaped by emotions, relationships and cultural values. Some autistic adults demonstrated strong practical skills but still required support with emotional regulation or unexpected situations. Parents also shared how their hopes evolved, with greater focus placed on happiness and well-being rather than traditional adult milestones. Cultural values, such as family ties and mutual support, played a significant role in shaping these perspectives. The study highlights the need for flexible and respectful support systems that honour individual differences and promote meaningful, self-defined forms of independence for autistic adults. En ligne : https://dx.doi.org/10.1177/13623613251374905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Reconceptualising independence in autistic adulthood: Comparing Chinese parents’ perspectives on autistic adults with and without intellectual disabilities [texte imprimé] / Anqi HUANG, Auteur ; Yupei YE, Auteur ; Xuejiao HAN, Auteur ; Ziyi ZHANG, Auteur ; Jianhong GU, Auteur ; Xiaoyan KE, Auteur . - p.150-162. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.150-162 Mots-clés : adults  autism  independence  parent  qualitative research  reflexive thematic analysis Résumé : Achieving independence in adulthood remains a widely held developmental aspiration. However, prevailing frameworks often equate independence with functional proficiency and physical separation from the family, rarely capturing the lived realities and priorities of autistic individuals and their families. This qualitative study represents the first exploration of how families of autistic adults in mainland China understand, support and engage with the concept of independence. Semi-structured interviews were conducted with 20 parents of autistic adults, including individuals both with and without intellectual disabilities. Through reflexive thematic analysis, four interrelated themes were identified: (1) Doing Independence Versus Being Independent; (2) From Aspirations to Reconceptualisations; (3) Invisible Needs and Misrecognised Competence; and (4) Independence as a Relational Process. These findings challenge reductive definitions of independence as mere task completion or detachment from familial support. Instead, they foreground the emotional, relational and cultural dimensions that shape independence across the lifespan. The study highlights how families actively recalibrate expectations, navigate structural constraints and advocate for contextually attuned support. In doing so, it underscores the need to reconceptualise independence as a dynamic, co-constructed process that honours both the individuality of autistic adults and the ecological contexts within which their lives unfold.Lay Abstract Independence is often positioned as a hallmark of successful adulthood. This study explored how families in mainland China understand and support independence in autistic adults from the perspective of their parents. We talked with 20 parents of autistic adults, whose children included 11 with and 9 without intellectual disabilities, to learn how they understand and support their children’s independence. Parents described independence not simply as living alone or managing daily tasks without help, but as a process that develops gradually over time, shaped by emotions, relationships and cultural values. Some autistic adults demonstrated strong practical skills but still required support with emotional regulation or unexpected situations. Parents also shared how their hopes evolved, with greater focus placed on happiness and well-being rather than traditional adult milestones. Cultural values, such as family ties and mutual support, played a significant role in shaping these perspectives. The study highlights the need for flexible and respectful support systems that honour individual differences and promote meaningful, self-defined forms of independence for autistic adults. En ligne : https://dx.doi.org/10.1177/13623613251374905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Behavioural phenotypes of autism in autistic and nonautistic gender clinic-referred youth and their caregivers / Aimilia KALLITSOUNAKI in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.163-175 Titre : Behavioural phenotypes of autism in autistic and nonautistic gender clinic-referred youth and their caregivers Type de document : texte imprimé Auteurs : Aimilia KALLITSOUNAKI, Auteur ; Matthew C. FYSH, Auteur ; David M. WILLIAMS, Auteur ; Lauren SPINNER, Auteur ; Eilis KENNEDY, Auteur Article en page(s) : p.163-175 Langues : Anglais (eng) Mots-clés : ASD  autism traits  familial aggregation of autism  gender diversity  gender referrals in youth Résumé : In recent years, referrals of youth to specialised gender services have risen sharply, with ~11% of these youth diagnosed as autistic compared with a general population rate of ~1%. In two preregistered studies, we addressed this insufficiently understood intersection. In Study 1, we examined the number and developmental trajectory of autism traits in autistic and nonautistic gender clinic-referred and cisgender youth (aged 7–16 years) using both screening measures (Autism-Spectrum Quotient Children’s Version and Autism-Spectrum Quotient Adolescent Version, Social Communication Questionnaire–Lifetime) and diagnostic tools (Autism Diagnostic Interview–Revised, Brief Observation of Symptoms of Autism). In Study 2, we examined autism traits among the caregivers of participants from each group using the Autism-Spectrum Quotient Adolescent Version. Study 1 results showed the autism phenotype in autistic gender clinic-referred youth closely resembled that of their cisgender autistic peers. In addition, after addressing methodological limitations in previous research, we found no evidence of elevated autism traits in nonautistic gender clinic-referred youth, challenging findings of some earlier studies. Study 2 provided evidence of familial aggregation of both autism traits and diagnoses among caregivers of both autistic gender clinic-referred and cisgender participants. Taken together, these findings challenge the hypothesis that autism in gender-diverse youth is merely a ‘phenomimic’ of autism and provide valuable clinical insights into the presentation of autism in this population.Lay abstract In recent years, more young people have been referred to specialised gender clinics for support with their gender identity. Interestingly, about 11% of these young people are also diagnosed with autism–much higher than the general population rate of only around 1%. This overlap has raised important questions about how autism and gender diversity are related, and even whether autism traits in gender-diverse people with an autism diagnosis really reflect autism. In this research, we carried out two studies to understand this link better. In the first study, we looked at autism traits in gender-diverse children and adolescents aged 7–16 years who were referred to a gender clinic for issues with their gender identity. We compared them with both autistic and nonautistic children who were not referred to gender services. We used several standard tools to assess autism-related traits, including both questionnaires and clinical interviews. We found that gender-diverse youth who were also autistic showed similar patterns of autism traits as cisgender autistic children who were not exploring their gender. Importantly, nonautistic gender-diverse youth did not show unusually high levels of autism traits, which challenges some earlier studies that suggested they might. In the second study, we explored autism traits in the caregivers (mostly mothers) of the young people in our first study. We found that caregivers of autistic children–whether the children were gender-diverse or not–were more likely to be autistic than the caregivers of nonautistic children. Moreover, even nonautistic caregivers of autistic children displayed more autism traits than caregivers of nonautistic children, irrespective of whether their child was gender-diverse or not. Overall, our findings challenge the idea that autism in gender-diverse youth is just a mimic of ‘true’ autism caused by gender-related stress or experiences. Instead, the results point to genuine autism that presents in a typical way. This research provides important insights for clinicians and families, and highlights the need to take the gender-related concerns of autistic children as seriously as of nonautistic children. En ligne : https://dx.doi.org/10.1177/13623613251379920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Behavioural phenotypes of autism in autistic and nonautistic gender clinic-referred youth and their caregivers [texte imprimé] / Aimilia KALLITSOUNAKI, Auteur ; Matthew C. FYSH, Auteur ; David M. WILLIAMS, Auteur ; Lauren SPINNER, Auteur ; Eilis KENNEDY, Auteur . - p.163-175. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.163-175 Mots-clés : ASD  autism traits  familial aggregation of autism  gender diversity  gender referrals in youth Résumé : In recent years, referrals of youth to specialised gender services have risen sharply, with ~11% of these youth diagnosed as autistic compared with a general population rate of ~1%. In two preregistered studies, we addressed this insufficiently understood intersection. In Study 1, we examined the number and developmental trajectory of autism traits in autistic and nonautistic gender clinic-referred and cisgender youth (aged 7–16 years) using both screening measures (Autism-Spectrum Quotient Children’s Version and Autism-Spectrum Quotient Adolescent Version, Social Communication Questionnaire–Lifetime) and diagnostic tools (Autism Diagnostic Interview–Revised, Brief Observation of Symptoms of Autism). In Study 2, we examined autism traits among the caregivers of participants from each group using the Autism-Spectrum Quotient Adolescent Version. Study 1 results showed the autism phenotype in autistic gender clinic-referred youth closely resembled that of their cisgender autistic peers. In addition, after addressing methodological limitations in previous research, we found no evidence of elevated autism traits in nonautistic gender clinic-referred youth, challenging findings of some earlier studies. Study 2 provided evidence of familial aggregation of both autism traits and diagnoses among caregivers of both autistic gender clinic-referred and cisgender participants. Taken together, these findings challenge the hypothesis that autism in gender-diverse youth is merely a ‘phenomimic’ of autism and provide valuable clinical insights into the presentation of autism in this population.Lay abstract In recent years, more young people have been referred to specialised gender clinics for support with their gender identity. Interestingly, about 11% of these young people are also diagnosed with autism–much higher than the general population rate of only around 1%. This overlap has raised important questions about how autism and gender diversity are related, and even whether autism traits in gender-diverse people with an autism diagnosis really reflect autism. In this research, we carried out two studies to understand this link better. In the first study, we looked at autism traits in gender-diverse children and adolescents aged 7–16 years who were referred to a gender clinic for issues with their gender identity. We compared them with both autistic and nonautistic children who were not referred to gender services. We used several standard tools to assess autism-related traits, including both questionnaires and clinical interviews. We found that gender-diverse youth who were also autistic showed similar patterns of autism traits as cisgender autistic children who were not exploring their gender. Importantly, nonautistic gender-diverse youth did not show unusually high levels of autism traits, which challenges some earlier studies that suggested they might. In the second study, we explored autism traits in the caregivers (mostly mothers) of the young people in our first study. We found that caregivers of autistic children–whether the children were gender-diverse or not–were more likely to be autistic than the caregivers of nonautistic children. Moreover, even nonautistic caregivers of autistic children displayed more autism traits than caregivers of nonautistic children, irrespective of whether their child was gender-diverse or not. Overall, our findings challenge the idea that autism in gender-diverse youth is just a mimic of ‘true’ autism caused by gender-related stress or experiences. Instead, the results point to genuine autism that presents in a typical way. This research provides important insights for clinicians and families, and highlights the need to take the gender-related concerns of autistic children as seriously as of nonautistic children. En ligne : https://dx.doi.org/10.1177/13623613251379920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Autism spectrum disorder–level prediction and personalized education planning using TabNet / A. NITHYA in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.176-186 Titre : Autism spectrum disorder–level prediction and personalized education planning using TabNet Type de document : texte imprimé Auteurs : A. NITHYA, Auteur ; V. SIVASANKARAN, Auteur Article en page(s) : p.176-186 Langues : Anglais (eng) Mots-clés : autism  educational plan  recommendation  rule-based mapping  TabNet  teaching methods Résumé : Students with autism spectrum disorder have an impact on their social, communication, and behavioral skills. Existing studies primarily focus on autism detection and diagnosis but lack effective approaches for predicting autism spectrum disorder levels and linking them to personalized educational strategies. This research aims to develop an autism-level categorization and a tailored education plan recommendation system for autistic students. The proposed methodology involves collecting a data set with attributes such as verbal ability, social interaction, sensory sensitivity, and attention span for students with autism spectrum disorder. These features are preprocessed and used to train a TabNet model to categorize the autism level. The system recommends a personalized education plan through a web application, based on prediction. This study uniquely integrates autism spectrum disorder-level prediction with education planning, achieving an accuracy of 99.37% and precision of 98.91% using the Autism Spectrum Classification for Education Planning data set. This shows the proposed model effectively categorizes autism levels and provides an education plan recommendation system for autistic students.Lay abstract Autism spectrum disorder (ASD) is a critical neurodevelopmental disorder affecting the social and communication skills of autistic students. People with autism spectrum disorder can have different levels of support needs in daily life; understanding these levels is important for providing a correct educational plan for autistic students. We develop a system that predicts the level of support needed for a student and then recommends a personalized educational plan. The system uses information such as the student’s verbal communication skills, social interaction abilities, sensory sensitivity, and attention span. After predicting the level, the system applies a predefined set of rules to suggest specific teaching methods. These are utilized in matching the abilities and needs of the autistic students to study effectively. We developed an interactive web application that enables parents or teachers to input a student’s details and obtain both the support level and personalized learning suggestions. The outcome indicates that the method combines early and correct autism spectrum disorder–level prediction with practical teaching methods, making education more personalized and effective for autistic students. En ligne : https://dx.doi.org/10.1177/13623613251375199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Autism spectrum disorder–level prediction and personalized education planning using TabNet [texte imprimé] / A. NITHYA, Auteur ; V. SIVASANKARAN, Auteur . - p.176-186. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.176-186 Mots-clés : autism  educational plan  recommendation  rule-based mapping  TabNet  teaching methods Résumé : Students with autism spectrum disorder have an impact on their social, communication, and behavioral skills. Existing studies primarily focus on autism detection and diagnosis but lack effective approaches for predicting autism spectrum disorder levels and linking them to personalized educational strategies. This research aims to develop an autism-level categorization and a tailored education plan recommendation system for autistic students. The proposed methodology involves collecting a data set with attributes such as verbal ability, social interaction, sensory sensitivity, and attention span for students with autism spectrum disorder. These features are preprocessed and used to train a TabNet model to categorize the autism level. The system recommends a personalized education plan through a web application, based on prediction. This study uniquely integrates autism spectrum disorder-level prediction with education planning, achieving an accuracy of 99.37% and precision of 98.91% using the Autism Spectrum Classification for Education Planning data set. This shows the proposed model effectively categorizes autism levels and provides an education plan recommendation system for autistic students.Lay abstract Autism spectrum disorder (ASD) is a critical neurodevelopmental disorder affecting the social and communication skills of autistic students. People with autism spectrum disorder can have different levels of support needs in daily life; understanding these levels is important for providing a correct educational plan for autistic students. We develop a system that predicts the level of support needed for a student and then recommends a personalized educational plan. The system uses information such as the student’s verbal communication skills, social interaction abilities, sensory sensitivity, and attention span. After predicting the level, the system applies a predefined set of rules to suggest specific teaching methods. These are utilized in matching the abilities and needs of the autistic students to study effectively. We developed an interactive web application that enables parents or teachers to input a student’s details and obtain both the support level and personalized learning suggestions. The outcome indicates that the method combines early and correct autism spectrum disorder–level prediction with practical teaching methods, making education more personalized and effective for autistic students. En ligne : https://dx.doi.org/10.1177/13623613251375199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Increasing dependability of caregiver implementation fidelity estimates in early intervention: A generalizability and decision study / Lauren H. HAMPTON in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.187-196 Titre : Increasing dependability of caregiver implementation fidelity estimates in early intervention: A generalizability and decision study Type de document : texte imprimé Auteurs : Lauren H. HAMPTON, Auteur ; Micheal P. SANDBANK, Auteur ; Jerrica BUTLER, Auteur ; Annabel GARZA, Auteur Article en page(s) : p.187-196 Langues : Anglais (eng) Mots-clés : autism  caregiver-implemented interventions  generalizability  Naturalistic Developmental Behavioral Interventions Résumé : There is an increasing need to measure caregiver implementation of strategies from Naturalistic Developmental Behavioral Interventions (NDBIs) as a possible key mediator of outcomes in a child. The NDBI Fidelity (NDBI-Fi) rating scheme is a macro-code to estimate the implementation of core strategies. Yet, there is a need to understand the dependability of this measure to ensure intervention study findings are generalizable to everyday interactions and comparable across studies. We addressed this by evaluating the dependability or consistency of NDBI-Fi scores for 20 caregivers, averaged across observations of two occasions of two routines that were each scored by two raters. Our findings indicated that a single score (i.e. from a single occasion, single routine, and single rater) from the measure has low dependability (g = 0.43). When scores were averaged across two observations each of two routines scored by two raters (i.e. eight scores total), the score was more dependable (g = 0.77). The majority (81.6%) of absolute error variance was attributable to occasions of observation and its interaction with other facets (routine or rater). Therefore, we recommend the NDBI-Fi be applied to more than one observation of more than one routine to strengthen confidence that scores are generalizable to everyday parent-child interactions.Lay abstract Outcomes from caregiver-mediated interventions typically include measuring the caregiver’s use of key techniques. The Naturalistic Developmental Behavioral Intervention-Fidelity (NDBI-Fi) tool is a valid measurement strategy for estimating caregiver use. In this study, we sought to understand how to improve data collection from natural observations of caregivers with their children to ensure the scores are representative of how the caregiver and child typically interact. We observed 20 caregiver-child pairs via telehealth in snack and play routines over two different days. Each video was rated using the NDBI-Fi by two observers. We learned that increasing the number of observations may be the best way to improve the dependability of scores from natural caregiver-child observations. This study adds to recent research seeking to understand how to best measure caregiver strategy use. These findings may guide future researchers and clinicians to consider increasing the number of observations used to evaluate caregiver use of intervention techniques in research studies or clinical practice. En ligne : https://dx.doi.org/10.1177/13623613251374957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Increasing dependability of caregiver implementation fidelity estimates in early intervention: A generalizability and decision study [texte imprimé] / Lauren H. HAMPTON, Auteur ; Micheal P. SANDBANK, Auteur ; Jerrica BUTLER, Auteur ; Annabel GARZA, Auteur . - p.187-196. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.187-196 Mots-clés : autism  caregiver-implemented interventions  generalizability  Naturalistic Developmental Behavioral Interventions Résumé : There is an increasing need to measure caregiver implementation of strategies from Naturalistic Developmental Behavioral Interventions (NDBIs) as a possible key mediator of outcomes in a child. The NDBI Fidelity (NDBI-Fi) rating scheme is a macro-code to estimate the implementation of core strategies. Yet, there is a need to understand the dependability of this measure to ensure intervention study findings are generalizable to everyday interactions and comparable across studies. We addressed this by evaluating the dependability or consistency of NDBI-Fi scores for 20 caregivers, averaged across observations of two occasions of two routines that were each scored by two raters. Our findings indicated that a single score (i.e. from a single occasion, single routine, and single rater) from the measure has low dependability (g = 0.43). When scores were averaged across two observations each of two routines scored by two raters (i.e. eight scores total), the score was more dependable (g = 0.77). The majority (81.6%) of absolute error variance was attributable to occasions of observation and its interaction with other facets (routine or rater). Therefore, we recommend the NDBI-Fi be applied to more than one observation of more than one routine to strengthen confidence that scores are generalizable to everyday parent-child interactions.Lay abstract Outcomes from caregiver-mediated interventions typically include measuring the caregiver’s use of key techniques. The Naturalistic Developmental Behavioral Intervention-Fidelity (NDBI-Fi) tool is a valid measurement strategy for estimating caregiver use. In this study, we sought to understand how to improve data collection from natural observations of caregivers with their children to ensure the scores are representative of how the caregiver and child typically interact. We observed 20 caregiver-child pairs via telehealth in snack and play routines over two different days. Each video was rated using the NDBI-Fi by two observers. We learned that increasing the number of observations may be the best way to improve the dependability of scores from natural caregiver-child observations. This study adds to recent research seeking to understand how to best measure caregiver strategy use. These findings may guide future researchers and clinicians to consider increasing the number of observations used to evaluate caregiver use of intervention techniques in research studies or clinical practice. En ligne : https://dx.doi.org/10.1177/13623613251374957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Autistic adults’ experiences of cognitive-behavioural group therapy for social anxiety: Relational experiences of participation / Bruna B. ROISENBERG in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.197-212 Titre : Autistic adults’ experiences of cognitive-behavioural group therapy for social anxiety: Relational experiences of participation Type de document : texte imprimé Auteurs : Bruna B. ROISENBERG, Auteur ; Kelsie A. BOULTON, Auteur ; Emma E. THOMAS, Auteur ; Nina PERRY, Auteur ; Dorothy YU, Auteur ; Adam J. GUASTELLA, Auteur Article en page(s) : p.197-212 Langues : Anglais (eng) Mots-clés : mental health  peer connection  psychological intervention  thematic analysis  treatment Résumé : Autistic adults often report high levels of social anxiety and significant life impacts from this anxiety on well-being and functioning. Although cognitive-behavioural therapy in group settings has been adapted for autistic populations, there is a paucity of research exploring how autistic individuals experience CBT interventions. This qualitative study investigated autistic adults’ experiences of a modified cognitive-behavioural therapy group programme for social anxiety. Twenty-seven autistic participants were recruited through clinical services and community outreach. Following the intervention, participants completed semi-structured individual interviews about their experience of the programme. Participants reported both therapeutic benefits and challenges following their participation. Themes included reflections on group dynamics, mental health impacts, social functioning and daily life applications of strategies. Peer connection emerged as a core facilitator of engagement, while structured strategies were credited with bolstering social confidence and self-awareness. However, challenges, such as sensory sensitivities, the role of previous therapeutic experiences and difficulties applying strategies beyond the therapy context, were also highlighted.Lay Abstract Autistic adults often report high levels of social anxiety. To support autistic people with social anxiety, we developed a group therapy programme, the Engage Program, an intervention designed specifically for autistic adults. Our study aimed to better understand what it is like for autistic adults to take part in group therapy and what aspects of the programme were most helpful, or not. The programme aimed to provide a safe space where participants could explore social interactions in a way that felt comfortable and authentic. Rather than encouraging people to hide or ‘camouflage’ their autistic traits, the programme focused on building confidence, self-understanding and meaningful connections with peers. Sessions included guided discussions, structured activities and shared experiences. We interviewed participants who had completed the group programme to hear directly from them about their experiences. Many said they felt less alone and more socially confident after taking part in the group. They appreciated connecting with others who understood their experiences, and they said this helped them feel more accepted and supported. They also reported that participating in the group helped them understand their social strengths and challenges more clearly. However, not everything worked for everyone. Some participants found aspects of the therapy challenging, especially if they had sensory sensitivities or difficult past experiences with therapy. In the future, we want to explore how to make group therapy more flexible and accessible, especially for those who may struggle in traditional settings. This research shows that group therapy can be a powerful way to support autistic adults, especially when it is designed with their needs and preferences in mind. En ligne : https://dx.doi.org/10.1177/13623613251377930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Autistic adults’ experiences of cognitive-behavioural group therapy for social anxiety: Relational experiences of participation [texte imprimé] / Bruna B. ROISENBERG, Auteur ; Kelsie A. BOULTON, Auteur ; Emma E. THOMAS, Auteur ; Nina PERRY, Auteur ; Dorothy YU, Auteur ; Adam J. GUASTELLA, Auteur . - p.197-212. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.197-212 Mots-clés : mental health  peer connection  psychological intervention  thematic analysis  treatment Résumé : Autistic adults often report high levels of social anxiety and significant life impacts from this anxiety on well-being and functioning. Although cognitive-behavioural therapy in group settings has been adapted for autistic populations, there is a paucity of research exploring how autistic individuals experience CBT interventions. This qualitative study investigated autistic adults’ experiences of a modified cognitive-behavioural therapy group programme for social anxiety. Twenty-seven autistic participants were recruited through clinical services and community outreach. Following the intervention, participants completed semi-structured individual interviews about their experience of the programme. Participants reported both therapeutic benefits and challenges following their participation. Themes included reflections on group dynamics, mental health impacts, social functioning and daily life applications of strategies. Peer connection emerged as a core facilitator of engagement, while structured strategies were credited with bolstering social confidence and self-awareness. However, challenges, such as sensory sensitivities, the role of previous therapeutic experiences and difficulties applying strategies beyond the therapy context, were also highlighted.Lay Abstract Autistic adults often report high levels of social anxiety. To support autistic people with social anxiety, we developed a group therapy programme, the Engage Program, an intervention designed specifically for autistic adults. Our study aimed to better understand what it is like for autistic adults to take part in group therapy and what aspects of the programme were most helpful, or not. The programme aimed to provide a safe space where participants could explore social interactions in a way that felt comfortable and authentic. Rather than encouraging people to hide or ‘camouflage’ their autistic traits, the programme focused on building confidence, self-understanding and meaningful connections with peers. Sessions included guided discussions, structured activities and shared experiences. We interviewed participants who had completed the group programme to hear directly from them about their experiences. Many said they felt less alone and more socially confident after taking part in the group. They appreciated connecting with others who understood their experiences, and they said this helped them feel more accepted and supported. They also reported that participating in the group helped them understand their social strengths and challenges more clearly. However, not everything worked for everyone. Some participants found aspects of the therapy challenging, especially if they had sensory sensitivities or difficult past experiences with therapy. In the future, we want to explore how to make group therapy more flexible and accessible, especially for those who may struggle in traditional settings. This research shows that group therapy can be a powerful way to support autistic adults, especially when it is designed with their needs and preferences in mind. En ligne : https://dx.doi.org/10.1177/13623613251377930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

“From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism / Gary Yu Hin LAM in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.213-227 Titre : “From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism Type de document : texte imprimé Auteurs : Gary Yu Hin LAM, Auteur ; Teresa Wan Ki LAM, Auteur ; Ophelia TANG, Auteur ; Gary YEUNG, Auteur ; Sibyl Wai CHAN, Auteur Article en page(s) : p.213-227 Langues : Anglais (eng) Mots-clés : adults  narrative  neurodiversity  program evaluation  public education  qualitative research Résumé : Unlike traditional autism awareness programs that often rely on didactic teaching and factual information, Human Library is a contact-based intervention that can engage “readers” in critical dialogs with “human books” to learn about their lived experience. This study reported on the pilot development of a Human Library in collaboration with a team of human books who are autistic to promote public understanding of autism in Hong Kong. Using a participatory realist evaluation framework, we conducted surveys and interviews with readers to construct a Human Library program model and evaluate its associated outcomes. Pre- and post-Human Library surveys showed a significant decrease in autism stigma and increase in neurodiversity attitudes. Interview findings revealed that readers’ interests and concerns about the autistic community motivated them to participate in Human Library. Through personal interaction with autistic human books in a safe space created within Human Library, readers developed renewed understanding of autism and insights into autistic strengths. Readers became more informed of autistic people’s perspectives and various sociocultural barriers that impact their well-being, which shaped how they would interact with autistic people in the community. The Human Library model has implications for promoting better understanding and attitudes of autism and fostering positive interaction between autistic and non-autistic people.Lay Abstract There is a need to promote autism awareness and understanding in the public. Traditional methods often include direct teaching and sharing of facts about autism, but more creative and effective approaches are needed. Human Library (HL) works like an actual library, except that “books” are human beings who can share their lives and stories. This study developed and evaluated a Human Library specifically with autistic books to promote public understanding of autism in Hong Kong. We conducted surveys and interviews with the participating readers to understand how the Human Library works and its effects. After Human Library, readers reported decreased autism stigma and increased neurodiversity attitudes. Readers showed different understanding of autism contrary to their previous impressions. They appreciated more the strengths and perspectives of autistic individuals. They also considered more the autistic perspective when interacting with autistic people. Human Library can be an effective program to promote better understanding and attitudes of autism in the public. En ligne : https://dx.doi.org/10.1177/13623613251377949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] “From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism [texte imprimé] / Gary Yu Hin LAM, Auteur ; Teresa Wan Ki LAM, Auteur ; Ophelia TANG, Auteur ; Gary YEUNG, Auteur ; Sibyl Wai CHAN, Auteur . - p.213-227. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.213-227 Mots-clés : adults  narrative  neurodiversity  program evaluation  public education  qualitative research Résumé : Unlike traditional autism awareness programs that often rely on didactic teaching and factual information, Human Library is a contact-based intervention that can engage “readers” in critical dialogs with “human books” to learn about their lived experience. This study reported on the pilot development of a Human Library in collaboration with a team of human books who are autistic to promote public understanding of autism in Hong Kong. Using a participatory realist evaluation framework, we conducted surveys and interviews with readers to construct a Human Library program model and evaluate its associated outcomes. Pre- and post-Human Library surveys showed a significant decrease in autism stigma and increase in neurodiversity attitudes. Interview findings revealed that readers’ interests and concerns about the autistic community motivated them to participate in Human Library. Through personal interaction with autistic human books in a safe space created within Human Library, readers developed renewed understanding of autism and insights into autistic strengths. Readers became more informed of autistic people’s perspectives and various sociocultural barriers that impact their well-being, which shaped how they would interact with autistic people in the community. The Human Library model has implications for promoting better understanding and attitudes of autism and fostering positive interaction between autistic and non-autistic people.Lay Abstract There is a need to promote autism awareness and understanding in the public. Traditional methods often include direct teaching and sharing of facts about autism, but more creative and effective approaches are needed. Human Library (HL) works like an actual library, except that “books” are human beings who can share their lives and stories. This study developed and evaluated a Human Library specifically with autistic books to promote public understanding of autism in Hong Kong. We conducted surveys and interviews with the participating readers to understand how the Human Library works and its effects. After Human Library, readers reported decreased autism stigma and increased neurodiversity attitudes. Readers showed different understanding of autism contrary to their previous impressions. They appreciated more the strengths and perspectives of autistic individuals. They also considered more the autistic perspective when interacting with autistic people. Human Library can be an effective program to promote better understanding and attitudes of autism in the public. En ligne : https://dx.doi.org/10.1177/13623613251377949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Exploring the suitability of the Clark and Wells (1995) model of social anxiety in autistic adults: The role of mental imagery and fear of negative evaluation / Jiedi LEI in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.228-244 Titre : Exploring the suitability of the Clark and Wells (1995) model of social anxiety in autistic adults: The role of mental imagery and fear of negative evaluation Type de document : texte imprimé Auteurs : Jiedi LEI, Auteur ; Juliette ATTWOOD, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.228-244 Langues : Anglais (eng) Mots-clés : Autism  cognitive therapy  fear of negative evaluation  imagery  social anxiety Résumé : Around 50% of autistic adults meet diagnostic criteria for social anxiety disorder based on self-report questionnaires. Among non-autistic adults with social anxiety, distorted negative self-imagery in social situations stemming from fear of negative evaluation from observers can be corrected in cognitive therapy via video feedback. However, the role of social imagery in the maintenance of social anxiety has not been explored in autistic adults. This study examined in 62 autistic adults: (1) quality of social imagery elicited during social situations; (2) how image qualities were related to self-reported levels of social anxiety and fear of negative evaluation when accounting for co-occurring generalised anxiety. Many autistic adults reported social imagery from a field (i.e., looking through one’s own eyes) rather than observer perspective. Using response surface analysis (RSA), autistic adults wanted to escape from/avoid social imagery and found them more upsetting when social anxiety was greater than fear of negative evaluation from others. Social imagery may be linked to autistic adults’ somatic and sensory responses related to social anxiety rather than cognitive worries associated with fear of negative evaluation from others in social situations. Future studies can explore how qualitative differences in social imagery may influence maintenance of social anxiety and treatment efficacy in autistic and non-autistic adults over time.Lay abstract Many autistic adults experience social anxiety, which can negatively impact on one’s quality of life and increase risk for developing other mental health difficulties if left untreated. Current treatment for social anxiety involves supporting individuals to identify their worries in social situations and explore how focusing on one’s worries about being judged by others might generate an unhelpful and inaccurate negative image of oneself in social situations. In treatment, individuals use video feedback to look for differences between how they think they might come across to others, versus how they actually come across to others in conversation. Correcting any overly negative and unhelpful images of oneself in social situations is a key step in treatment for social anxiety. To date, little is known about whether autistic adults also generate negative images of oneself in social situations, and whether these images are related to one’s worries about being judged by others. In this study, we interviewed 62 autistic adults and asked them to generate images about relaxed and social situations. Autistic adults found images generated about being in a social situation to be more upsetting and anxiety inducing, less controllable and wanted to escape from/avoid such images. Negative aspects of social images were more related to general feelings of social anxiety rather than specific worries about being perceived negatively by others. We propose that autistic adults may draw on bodily sensations and sensory experiences related to general distress or feelings of discomfort to generate images in social situations. This is different to non-autistic adults where images may be generated based on one’s belief of how others might negative perceive oneself in social situations. Understanding such differences and the role images play in social anxiety for autistic and non-autistic adults can help clinicians better adapt treatment for social anxiety to suit autistic adults’ needs. En ligne : https://dx.doi.org/10.1177/13623613251379945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Exploring the suitability of the Clark and Wells (1995) model of social anxiety in autistic adults: The role of mental imagery and fear of negative evaluation [texte imprimé] / Jiedi LEI, Auteur ; Juliette ATTWOOD, Auteur ; Ailsa RUSSELL, Auteur . - p.228-244. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.228-244 Mots-clés : Autism  cognitive therapy  fear of negative evaluation  imagery  social anxiety Résumé : Around 50% of autistic adults meet diagnostic criteria for social anxiety disorder based on self-report questionnaires. Among non-autistic adults with social anxiety, distorted negative self-imagery in social situations stemming from fear of negative evaluation from observers can be corrected in cognitive therapy via video feedback. However, the role of social imagery in the maintenance of social anxiety has not been explored in autistic adults. This study examined in 62 autistic adults: (1) quality of social imagery elicited during social situations; (2) how image qualities were related to self-reported levels of social anxiety and fear of negative evaluation when accounting for co-occurring generalised anxiety. Many autistic adults reported social imagery from a field (i.e., looking through one’s own eyes) rather than observer perspective. Using response surface analysis (RSA), autistic adults wanted to escape from/avoid social imagery and found them more upsetting when social anxiety was greater than fear of negative evaluation from others. Social imagery may be linked to autistic adults’ somatic and sensory responses related to social anxiety rather than cognitive worries associated with fear of negative evaluation from others in social situations. Future studies can explore how qualitative differences in social imagery may influence maintenance of social anxiety and treatment efficacy in autistic and non-autistic adults over time.Lay abstract Many autistic adults experience social anxiety, which can negatively impact on one’s quality of life and increase risk for developing other mental health difficulties if left untreated. Current treatment for social anxiety involves supporting individuals to identify their worries in social situations and explore how focusing on one’s worries about being judged by others might generate an unhelpful and inaccurate negative image of oneself in social situations. In treatment, individuals use video feedback to look for differences between how they think they might come across to others, versus how they actually come across to others in conversation. Correcting any overly negative and unhelpful images of oneself in social situations is a key step in treatment for social anxiety. To date, little is known about whether autistic adults also generate negative images of oneself in social situations, and whether these images are related to one’s worries about being judged by others. In this study, we interviewed 62 autistic adults and asked them to generate images about relaxed and social situations. Autistic adults found images generated about being in a social situation to be more upsetting and anxiety inducing, less controllable and wanted to escape from/avoid such images. Negative aspects of social images were more related to general feelings of social anxiety rather than specific worries about being perceived negatively by others. We propose that autistic adults may draw on bodily sensations and sensory experiences related to general distress or feelings of discomfort to generate images in social situations. This is different to non-autistic adults where images may be generated based on one’s belief of how others might negative perceive oneself in social situations. Understanding such differences and the role images play in social anxiety for autistic and non-autistic adults can help clinicians better adapt treatment for social anxiety to suit autistic adults’ needs. En ligne : https://dx.doi.org/10.1177/13623613251379945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Service-level feasibility analysis of a mental health monitoring program for autistic college students / Annabelle M. MOURNET in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.245-256 Titre : Service-level feasibility analysis of a mental health monitoring program for autistic college students Type de document : texte imprimé Auteurs : Annabelle M. MOURNET, Auteur ; Gentiana KUKAJ, Auteur ; Erin J. LIBSACK, Auteur ; Ellen WILKINSON, Auteur ; Ian BOBER, Auteur ; Erin WALKER, Auteur ; Vanessa H. BAL, Auteur Article en page(s) : p.245-256 Langues : Anglais (eng) Mots-clés : anxiety  autism  college students  depression  suicide Résumé : Screening for mental health concerns is essential to identify individuals whose risk would otherwise go unnoticed. Recognizing the need to address growing mental health concerns among autistic college students, we implemented a mental health screening and monitoring protocol within a university program devoted to supporting autistic college students. This article describes the process and service-level feasibility of implementing this program over the course of one academic year at a large public university in the Northeast United States. Anxiety, depression, and suicide risk were measured at four time points. Students with elevated risk of mental health symptoms were connected to mental health supports and received suicide risk assessments. Thirty-two individuals took part in the monitoring process across the academic year. The monitoring process identified 53 instances where monitoring, checking-in, or a risk assessment was indicated. Fourteen risk assessments occurred, and 12 students received at least one mental health referral. Leveraging interdisciplinary collaborations, the mental health monitoring program was able to connect numerous autistic college students facing mental health challenges to clinical resources. Rates of follow-up and referral highlight the significance of monitoring. Attention to the feasible integration of mental health supports into existing academic support programs for autistic students is warranted.Lay abstract Autistic college students often face conditions like depression, anxiety, and suicide risk. Recognizing a need to address these mental health concerns, we created a system to track aspects of mental health to help more quickly identify autistic college students who may need support. This article describes the monitoring process that took place primarily over one academic year. Thirty-two students were asked about their anxiety, depression, and suicide risk four times during the academic year. On 53 occasions, students were monitored or had a check-in with clinicians. Fourteen assessments took place to assess suicide risk, and 12 students were connected to mental health resources. This process involved many individuals working together to be able to help autistic students connect to mental health supports. The process required thoughtful collaboration across many people to make sure that it could be successful, and insights are provided to support other schools in doing something similar. Including this type of monitoring within existing academic programs for autistic students may help to make this easier to do at other universities. En ligne : https://dx.doi.org/10.1177/13623613251380445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Service-level feasibility analysis of a mental health monitoring program for autistic college students [texte imprimé] / Annabelle M. MOURNET, Auteur ; Gentiana KUKAJ, Auteur ; Erin J. LIBSACK, Auteur ; Ellen WILKINSON, Auteur ; Ian BOBER, Auteur ; Erin WALKER, Auteur ; Vanessa H. BAL, Auteur . - p.245-256. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.245-256 Mots-clés : anxiety  autism  college students  depression  suicide Résumé : Screening for mental health concerns is essential to identify individuals whose risk would otherwise go unnoticed. Recognizing the need to address growing mental health concerns among autistic college students, we implemented a mental health screening and monitoring protocol within a university program devoted to supporting autistic college students. This article describes the process and service-level feasibility of implementing this program over the course of one academic year at a large public university in the Northeast United States. Anxiety, depression, and suicide risk were measured at four time points. Students with elevated risk of mental health symptoms were connected to mental health supports and received suicide risk assessments. Thirty-two individuals took part in the monitoring process across the academic year. The monitoring process identified 53 instances where monitoring, checking-in, or a risk assessment was indicated. Fourteen risk assessments occurred, and 12 students received at least one mental health referral. Leveraging interdisciplinary collaborations, the mental health monitoring program was able to connect numerous autistic college students facing mental health challenges to clinical resources. Rates of follow-up and referral highlight the significance of monitoring. Attention to the feasible integration of mental health supports into existing academic support programs for autistic students is warranted.Lay abstract Autistic college students often face conditions like depression, anxiety, and suicide risk. Recognizing a need to address these mental health concerns, we created a system to track aspects of mental health to help more quickly identify autistic college students who may need support. This article describes the monitoring process that took place primarily over one academic year. Thirty-two students were asked about their anxiety, depression, and suicide risk four times during the academic year. On 53 occasions, students were monitored or had a check-in with clinicians. Fourteen assessments took place to assess suicide risk, and 12 students were connected to mental health resources. This process involved many individuals working together to be able to help autistic students connect to mental health supports. The process required thoughtful collaboration across many people to make sure that it could be successful, and insights are provided to support other schools in doing something similar. Including this type of monitoring within existing academic programs for autistic students may help to make this easier to do at other universities. En ligne : https://dx.doi.org/10.1177/13623613251380445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

The definition and measurement of autistic identity when studying eating disorder symptoms / Perel Y. WEIN in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.257-259 Titre : The definition and measurement of autistic identity when studying eating disorder symptoms Type de document : texte imprimé Auteurs : Perel Y. WEIN, Auteur Article en page(s) : p.257-259 Langues : Anglais (eng) Mots-clés : autism  eating disorders  psychometric validity Résumé : While the Bradley et al. paper brought up an interesting question regarding the relationship between autistic identity and eating disorders, there are concerns with the assumptions and design of this study. This article concludes that autistic identity has no connection to potential eating disorder symptom severity. However, the psychometric tool used, the Social Identity Scale, is missing key aspects of autistic identity found in other tools. In addition, the tool used is not validated in autistic adults.Lay Abstract A recent paper by Bradley et al. concluded that there is no relationship between autistic identity and eating disorder symptoms. However, the survey tool used to assess autistic identity of its participants did not include key components needed to arrive at this conclusion. Variations of autistic identity that would need to be considered are manifold. Some of these facets to consider in a survey assessing autistic identity would be whether or not autism is a source of pride, traits are thought to be steadfast or changeable, stigma is felt, and whether they should perform camouflaging behavior. This is important because eating disorder symptoms can be affected by these differences. For example, changeability and autistic pride have been thought to affect eating disorder symptoms. This research can be accomplished through other psychometrically validated surveys such as the Autism Spectrum Identity Scale, which include these features in the survey development. So, the Autism Spectrum Identity Scale or like measure would need to be used before reaching the conclusion of this recent Bradley et al. paper. In addition, the Social Identity Scale used in the Bradley et al. paper has not been validated in an autistic adult sample, which makes it not the ideal survey for the research question as well. En ligne : https://dx.doi.org/10.1177/13623613251383347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] The definition and measurement of autistic identity when studying eating disorder symptoms [texte imprimé] / Perel Y. WEIN, Auteur . - p.257-259. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.257-259 Mots-clés : autism  eating disorders  psychometric validity Résumé : While the Bradley et al. paper brought up an interesting question regarding the relationship between autistic identity and eating disorders, there are concerns with the assumptions and design of this study. This article concludes that autistic identity has no connection to potential eating disorder symptom severity. However, the psychometric tool used, the Social Identity Scale, is missing key aspects of autistic identity found in other tools. In addition, the tool used is not validated in autistic adults.Lay Abstract A recent paper by Bradley et al. concluded that there is no relationship between autistic identity and eating disorder symptoms. However, the survey tool used to assess autistic identity of its participants did not include key components needed to arrive at this conclusion. Variations of autistic identity that would need to be considered are manifold. Some of these facets to consider in a survey assessing autistic identity would be whether or not autism is a source of pride, traits are thought to be steadfast or changeable, stigma is felt, and whether they should perform camouflaging behavior. This is important because eating disorder symptoms can be affected by these differences. For example, changeability and autistic pride have been thought to affect eating disorder symptoms. This research can be accomplished through other psychometrically validated surveys such as the Autism Spectrum Identity Scale, which include these features in the survey development. So, the Autism Spectrum Identity Scale or like measure would need to be used before reaching the conclusion of this recent Bradley et al. paper. In addition, the Social Identity Scale used in the Bradley et al. paper has not been validated in an autistic adult sample, which makes it not the ideal survey for the research question as well. En ligne : https://dx.doi.org/10.1177/13623613251383347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578