Dépouillements

Participatory systems mapping: Can this approach improve how services work for autistic people? / Megan FREETH in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.263-268 Titre : Participatory systems mapping: Can this approach improve how services work for autistic people? Type de document : texte imprimé Auteurs : Megan FREETH, Auteur ; Daniel POOLE, Auteur ; Victoria NEWELL, Auteur ; Kelly SCARGILL, Auteur Article en page(s) : p.263-268 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613251399656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Participatory systems mapping: Can this approach improve how services work for autistic people? [texte imprimé] / Megan FREETH, Auteur ; Daniel POOLE, Auteur ; Victoria NEWELL, Auteur ; Kelly SCARGILL, Auteur . - p.263-268. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.263-268 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613251399656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Exploring the autism and functional neurological disorder association: Considerations from biopsychosocial, neuropsychological and computational models / Richard H. COLE in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.269-284 Titre : Exploring the autism and functional neurological disorder association: Considerations from biopsychosocial, neuropsychological and computational models Type de document : texte imprimé Auteurs : Richard H. COLE, Auteur ; Lily SMYTHE, Auteur ; Mark J. EDWARDS, Auteur ; Francesca HAPPE, Auteur ; Timothy R. NICHOLSON, Auteur Article en page(s) : p.269-284 Langues : Anglais (eng) Mots-clés : alexithymia  autism  functional neurological disorder  interoception  predictive processing Index. décimale : PER Périodiques Résumé : Evidence is accumulating regarding an association between autism and functional neurological disorder, a common cause for a wide range of neurological symptoms affecting motor, sensory and cognitive systems. Symptoms can include paralysis, tremors, sensory disturbance, vision loss and dizziness. Functional neurological disorder exists at the complex intersection of physical and mental health, neurology and psychiatry, and body and mind. Despite a recent resurgence in clinical and scientific interest, functional neurological disorder has lagged behind other causes of neurological symptoms in research, service development and acceptance. The nature of the association between autism and functional neurological disorder remains uncertain, but several plausible mechanisms can be identified from overlapping areas of research, highlighting endogenous factors such as atypical interoception, motor function, emotional processing and sensorimotor integration, alongside exogenous influences including adversity, healthcare inequality and stigma. This review first provides an overview of functional neurological disorder through various explanatory frameworks before applying biopsychosocial, neuropsychological and computational perspectives to conceptualise its intersection with autism. It then considers how this association might be understood and explores how services could be adapted to better recognise and support autistic individuals with functional neurological disorder across the diagnostic and treatment pathway.Lay Abstract Functional neurological disorder causes real and often disabling symptoms, such as seizures, paralysis, tremors or sensory changes, even though standard medical tests do not show physical damage to the nervous system. Research suggests that autistic people are more likely to experience functional neurological disorder than their non-autistic peers, but the reasons for this are not yet understood. This article explores why autism and functional neurological disorder might occur together. It draws on research into how the brain processes body signals (like pain or movement), handles emotions and responds to uncertainty. It also looks at life experiences that affect health, including trauma, barriers to healthcare and stigma. This article shows that both internal factors (such as differences in movement, emotional awareness and sensory processing) and external factors (such as stress, inequality and misdiagnosis) may increase the chances of functional neurological disorder in some autistic individuals. Several models are introduced to help explain how these influences might interact. Finally, this article outlines how healthcare services could better support autistic people with functional neurological disorder. It encourages functional neurological disorder services to adapt communication styles, provide appropriate adjustments and include autistic voices in research and treatment planning to improve care and outcomes. En ligne : https://dx.doi.org/10.1177/13623613251393504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Exploring the autism and functional neurological disorder association: Considerations from biopsychosocial, neuropsychological and computational models [texte imprimé] / Richard H. COLE, Auteur ; Lily SMYTHE, Auteur ; Mark J. EDWARDS, Auteur ; Francesca HAPPE, Auteur ; Timothy R. NICHOLSON, Auteur . - p.269-284. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.269-284 Mots-clés : alexithymia  autism  functional neurological disorder  interoception  predictive processing Index. décimale : PER Périodiques Résumé : Evidence is accumulating regarding an association between autism and functional neurological disorder, a common cause for a wide range of neurological symptoms affecting motor, sensory and cognitive systems. Symptoms can include paralysis, tremors, sensory disturbance, vision loss and dizziness. Functional neurological disorder exists at the complex intersection of physical and mental health, neurology and psychiatry, and body and mind. Despite a recent resurgence in clinical and scientific interest, functional neurological disorder has lagged behind other causes of neurological symptoms in research, service development and acceptance. The nature of the association between autism and functional neurological disorder remains uncertain, but several plausible mechanisms can be identified from overlapping areas of research, highlighting endogenous factors such as atypical interoception, motor function, emotional processing and sensorimotor integration, alongside exogenous influences including adversity, healthcare inequality and stigma. This review first provides an overview of functional neurological disorder through various explanatory frameworks before applying biopsychosocial, neuropsychological and computational perspectives to conceptualise its intersection with autism. It then considers how this association might be understood and explores how services could be adapted to better recognise and support autistic individuals with functional neurological disorder across the diagnostic and treatment pathway.Lay Abstract Functional neurological disorder causes real and often disabling symptoms, such as seizures, paralysis, tremors or sensory changes, even though standard medical tests do not show physical damage to the nervous system. Research suggests that autistic people are more likely to experience functional neurological disorder than their non-autistic peers, but the reasons for this are not yet understood. This article explores why autism and functional neurological disorder might occur together. It draws on research into how the brain processes body signals (like pain or movement), handles emotions and responds to uncertainty. It also looks at life experiences that affect health, including trauma, barriers to healthcare and stigma. This article shows that both internal factors (such as differences in movement, emotional awareness and sensory processing) and external factors (such as stress, inequality and misdiagnosis) may increase the chances of functional neurological disorder in some autistic individuals. Several models are introduced to help explain how these influences might interact. Finally, this article outlines how healthcare services could better support autistic people with functional neurological disorder. It encourages functional neurological disorder services to adapt communication styles, provide appropriate adjustments and include autistic voices in research and treatment planning to improve care and outcomes. En ligne : https://dx.doi.org/10.1177/13623613251393504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Latent trajectories in autistic individuals: A systematic review / Kamil R. HIRALAL in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.285-299 Titre : Latent trajectories in autistic individuals: A systematic review Type de document : texte imprimé Auteurs : Kamil R. HIRALAL, Auteur ; Gwendolyn C. DIELEMAN, Auteur ; Britt R. KOK, Auteur ; Luka D. DIEDEREN, Auteur ; Rana P. DUMAN, Auteur ; Manon H.J. HILLEGERS, Auteur ; Sabine E. MOUS, Auteur Article en page(s) : p.285-299 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  development  heterogeneity  systematic review Index. décimale : PER Périodiques Résumé : Autism is heterogenic in core and co-occurring characteristics. Subtyping autism in a longitudinal manner aids the understanding of autism development throughout life and thus enhances personalized support. In this systematic review, we summarized the literature on latent core autism characteristics trajectories and trajectories of other functional domains in autistic individuals and identified predictors of trajectory assignment. We searched Embase, Medline, PsycINFO, Cochrane Central, Web of Science, and Google Scholar until April 22, 2025. We included longitudinal observational studies that applied statistical subtyping methods on core autism characteristics or other functional domains in autistic individuals. A total of 30 eligible analyses were included. The included analyses investigated core autism characteristics (10), adaptive behavior (10), behavioral problems (7), adverse childhood experiences (1), cognitive development (1), and feeding problems (1). For each domain, we found differing numbers and shapes of trajectories. Cognitive development was predictive of core autism symptom trajectory classifications, where cognitive development was generally lower in more severely affected core autism symptom trajectories. We found mixed results for other predictors. Future studies should focus on understudied outcome domains, such as motor coordination or sleep problems. In addition, more research is needed to understand when and why individuals deviate from their subgroup trajectory.Lay abstract Autistic people can have very different characteristics. Investigating groups based on their characteristics over time can improve our understanding of how autistic people develop and why development can differ between people. We reviewed studies that group autistic individuals based on their development of autistic features and other characteristics. We included 30 analyses and summarized their findings. The studies show that there are different ways autistic individuals develop based on core autistic characteristics (social difficulties and focused, intense and repetitive behaviors, interests and activities), as well as for adaptive behavior, behavioral problems, cognitive development, and feeding problems. For core characteristics, lower cognitive abilities seemed to be related to less favorable developmental pathways. This review showed that autistic people may show distinct patterns of development in core characteristics and other domains. We also highlight that some domains of functioning, such as motor coordination and sleeping problems, are not studied in the literature and future studies should focus on these domains as well since these are difficulties that autistic people often face. Identifying distinct developmental patterns in autistic children can help to predict the outcome of autistic people and may aid in offering personalized support. En ligne : https://dx.doi.org/10.1177/13623613251370818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Latent trajectories in autistic individuals: A systematic review [texte imprimé] / Kamil R. HIRALAL, Auteur ; Gwendolyn C. DIELEMAN, Auteur ; Britt R. KOK, Auteur ; Luka D. DIEDEREN, Auteur ; Rana P. DUMAN, Auteur ; Manon H.J. HILLEGERS, Auteur ; Sabine E. MOUS, Auteur . - p.285-299. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.285-299 Mots-clés : autism spectrum disorder  development  heterogeneity  systematic review Index. décimale : PER Périodiques Résumé : Autism is heterogenic in core and co-occurring characteristics. Subtyping autism in a longitudinal manner aids the understanding of autism development throughout life and thus enhances personalized support. In this systematic review, we summarized the literature on latent core autism characteristics trajectories and trajectories of other functional domains in autistic individuals and identified predictors of trajectory assignment. We searched Embase, Medline, PsycINFO, Cochrane Central, Web of Science, and Google Scholar until April 22, 2025. We included longitudinal observational studies that applied statistical subtyping methods on core autism characteristics or other functional domains in autistic individuals. A total of 30 eligible analyses were included. The included analyses investigated core autism characteristics (10), adaptive behavior (10), behavioral problems (7), adverse childhood experiences (1), cognitive development (1), and feeding problems (1). For each domain, we found differing numbers and shapes of trajectories. Cognitive development was predictive of core autism symptom trajectory classifications, where cognitive development was generally lower in more severely affected core autism symptom trajectories. We found mixed results for other predictors. Future studies should focus on understudied outcome domains, such as motor coordination or sleep problems. In addition, more research is needed to understand when and why individuals deviate from their subgroup trajectory.Lay abstract Autistic people can have very different characteristics. Investigating groups based on their characteristics over time can improve our understanding of how autistic people develop and why development can differ between people. We reviewed studies that group autistic individuals based on their development of autistic features and other characteristics. We included 30 analyses and summarized their findings. The studies show that there are different ways autistic individuals develop based on core autistic characteristics (social difficulties and focused, intense and repetitive behaviors, interests and activities), as well as for adaptive behavior, behavioral problems, cognitive development, and feeding problems. For core characteristics, lower cognitive abilities seemed to be related to less favorable developmental pathways. This review showed that autistic people may show distinct patterns of development in core characteristics and other domains. We also highlight that some domains of functioning, such as motor coordination and sleeping problems, are not studied in the literature and future studies should focus on these domains as well since these are difficulties that autistic people often face. Identifying distinct developmental patterns in autistic children can help to predict the outcome of autistic people and may aid in offering personalized support. En ligne : https://dx.doi.org/10.1177/13623613251370818 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Impact of peer-support programs for individuals with autism: A systematic review / Monica H.M. VERKOOIJEN in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.300-315 Titre : Impact of peer-support programs for individuals with autism: A systematic review Type de document : texte imprimé Auteurs : Monica H.M. VERKOOIJEN, Auteur ; Marjolijn KETELAAR, Auteur ; Max VAN WOERDEN, Auteur ; Wouter G. STAAL, Auteur ; Indira TENDOLKAR, Auteur ; Janneke R. ZINKSTOK, Auteur Article en page(s) : p.300-315 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  interventions—psychosocial/behavioral  lived experience  peer support  systematic review Index. décimale : PER Périodiques Résumé : The neurodiversity approach recognizes autism as a natural variation of human experience, emphasizing unique strengths while acknowledging social and behavioral challenges that may affect quality of life. Peer support, based on shared experiences and mutual understanding, has shown benefits in mental health care, yet its impact for autistic individuals remains underexplored. This review is of peer-support programs for individuals with autism, focusing on impact, facilitators, and barriers. A systematic literature review was conducted using Cochrane Library, Web of Science, PubMed, Embase, PsycINFO, and Sociological Abstracts. Studies involving peer-support programs for autistic individuals aged 12 and older were selected. Fifteen articles described 12 unique peer-support programs with varying goals, such as enhancing personal development. Studies reported diverse improvements, including enhanced well-being, self-esteem, and academic performance. Many participants valued connecting with peers in an autism-focused context. Most articles discussed some facilitators and barriers. Peer support shows promising benefits for autistic individuals, fostering empowerment and well-being. However, the methodological limitations of the included studies, such as small sample sizes and lack of control groups, limit the strength of these conclusions. Future research should therefore use more robust research methods and investigate accessibility and potential risks to optimize peer support for this population.Lay Abstract Connecting through peer support: Understanding the impact of peer-support programs on individuals with autism and exploring barriers and facilitators.Aim and Purpose of the Research: This study aims to explore the impact of peer-support programs for autistic individuals. Peer support is defined as a supportive relationship between people with shared lived experiences. This review examines the impact of these programs on autistic individuals and identifies key challenges and facilitators that may influence outcomes.Background: Autism, characterized by differences in social interaction and behavior, can affect many aspects of daily life, including social and academic functioning, which can lead to a reduced quality of life. While peer support has proven beneficial in general healthcare, its potential for autistic individuals remains underexplored. Peer-support programs may offer mutual understanding and emotional support, making them a promising approach to improving well-being for people with autism.Methods: A systematic review was conducted using multiple databases to identify research articles published up to January 17, 2024. Studies included focused on peer-support programs for autistic individuals aged 12 and older, employing methods such as interviews or questionnaires to assess their impact.Results and Importance: The findings indicate that peer-support programs generally have a positive impact, including improved self-esteem, academic performance, and overall well-being. Participants valued the opportunity to connect with others with similar experiences. Although the findings are promising, most studies were small and low quality, so more research is needed. Future research should also investigate the factors contributing to successful peer support and explore ways to optimize these programs for autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613251374971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Impact of peer-support programs for individuals with autism: A systematic review [texte imprimé] / Monica H.M. VERKOOIJEN, Auteur ; Marjolijn KETELAAR, Auteur ; Max VAN WOERDEN, Auteur ; Wouter G. STAAL, Auteur ; Indira TENDOLKAR, Auteur ; Janneke R. ZINKSTOK, Auteur . - p.300-315. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.300-315 Mots-clés : autism spectrum disorders  interventions—psychosocial/behavioral  lived experience  peer support  systematic review Index. décimale : PER Périodiques Résumé : The neurodiversity approach recognizes autism as a natural variation of human experience, emphasizing unique strengths while acknowledging social and behavioral challenges that may affect quality of life. Peer support, based on shared experiences and mutual understanding, has shown benefits in mental health care, yet its impact for autistic individuals remains underexplored. This review is of peer-support programs for individuals with autism, focusing on impact, facilitators, and barriers. A systematic literature review was conducted using Cochrane Library, Web of Science, PubMed, Embase, PsycINFO, and Sociological Abstracts. Studies involving peer-support programs for autistic individuals aged 12 and older were selected. Fifteen articles described 12 unique peer-support programs with varying goals, such as enhancing personal development. Studies reported diverse improvements, including enhanced well-being, self-esteem, and academic performance. Many participants valued connecting with peers in an autism-focused context. Most articles discussed some facilitators and barriers. Peer support shows promising benefits for autistic individuals, fostering empowerment and well-being. However, the methodological limitations of the included studies, such as small sample sizes and lack of control groups, limit the strength of these conclusions. Future research should therefore use more robust research methods and investigate accessibility and potential risks to optimize peer support for this population.Lay Abstract Connecting through peer support: Understanding the impact of peer-support programs on individuals with autism and exploring barriers and facilitators.Aim and Purpose of the Research: This study aims to explore the impact of peer-support programs for autistic individuals. Peer support is defined as a supportive relationship between people with shared lived experiences. This review examines the impact of these programs on autistic individuals and identifies key challenges and facilitators that may influence outcomes.Background: Autism, characterized by differences in social interaction and behavior, can affect many aspects of daily life, including social and academic functioning, which can lead to a reduced quality of life. While peer support has proven beneficial in general healthcare, its potential for autistic individuals remains underexplored. Peer-support programs may offer mutual understanding and emotional support, making them a promising approach to improving well-being for people with autism.Methods: A systematic review was conducted using multiple databases to identify research articles published up to January 17, 2024. Studies included focused on peer-support programs for autistic individuals aged 12 and older, employing methods such as interviews or questionnaires to assess their impact.Results and Importance: The findings indicate that peer-support programs generally have a positive impact, including improved self-esteem, academic performance, and overall well-being. Participants valued the opportunity to connect with others with similar experiences. Although the findings are promising, most studies were small and low quality, so more research is needed. Future research should also investigate the factors contributing to successful peer support and explore ways to optimize these programs for autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613251374971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Transgender and gender-diverse autistic adolescents are at elevated risk of depression / Joseph PEREIRA in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.316-328 Titre : Transgender and gender-diverse autistic adolescents are at elevated risk of depression Type de document : texte imprimé Auteurs : Joseph PEREIRA, Auteur ; Natalia RAMOS, Auteur ; LeeAnne Green SNYDER, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Amandeep JUTLA, Auteur Article en page(s) : p.316-328 Langues : Anglais (eng) Mots-clés : autism  clinical  diagnoses  gender  topics Index. décimale : PER Périodiques Résumé : Autistic people are more likely to be transgender and gender diverse than the general population. Furthermore, co-occurring trait-level autism and transgender and gender-diverse identity are associated with symptoms of depression and anxiety, and autistic adolescents who identify as transgender and gender diverse have more internalizing behaviors than both non-transgender and gender-diverse autistic adolescents and non-autistic transgender and gender-diverse adolescents. However, no study has yet examined the extent to which transgender and gender-diverse identity predicts specific co-occurring mental health diagnoses in autistic adolescents. In a sample of 9027 autistic adolescents aged 13 to 17 drawn from the Simons Powering Autism Research for Knowledge cohort, 36 of whom we identified as transgender and gender diverse, we estimated univariate models of transgender and gender-diverse identity as a predictor of individual diagnoses. Depression, but no other diagnosis, remained statistically significant after adjustment for multiple comparisons. In a multiple regression model that incorporated known risk factors for adolescent depression (e.g. language impairment and disturbed sleep), transgender and gender-diverse identity remained a significant predictor (odds ratio: 4.01, 95% confidence interval: 1.87–8.67, p = 5.94 × 10−4) with an effect size at least as strong as that of a depression family history. This suggests transgender and gender-diverse autistic adolescents, who often face stigma and discrimination, are particularly vulnerable to depression.Lay abstract “Transgender and gender diverse” (TGD) people have gender identities that differ from the sex they were assigned at birth. Many autistic people have a TGD identity. Autistic adolescents who are TGD have more “internalizing symptoms,” which include symptoms of depression and anxiety, than autistic adolescents who are not TGD. In this study, we examined a group of 9027 autistic adolescents, 36 of whom had a TGD identity, to determine which, if any, mental health diagnoses would be associated with TGD identity, and whether those associations would remain even after accounting for known risk factors for a diagnosis. We found that depression, but no other diagnosis, was associated with TGD identity. This association remained even when accounting for known risk factors for depression, and in fact, TGD identity was associated with depression at least as strongly as a family history of that diagnosis. This strong association is perhaps not surprising. TGD adolescents often face stigma, social rejection, and discrimination, which can lead to depression. Autistic adolescents can face similar difficulties. Autistic youth who also have a TGD identity may therefore be at particular risk of developing depression. Our study highlights that providers who work with autistic youth in the community should be aware of this risk so they can identify and treat depression when it is present. Future studies should investigate the relationship between depression and TGD identity in autism further, to determine how providers and caregivers can support these youth. En ligne : https://dx.doi.org/10.1177/13623613251396712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Transgender and gender-diverse autistic adolescents are at elevated risk of depression [texte imprimé] / Joseph PEREIRA, Auteur ; Natalia RAMOS, Auteur ; LeeAnne Green SNYDER, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Amandeep JUTLA, Auteur . - p.316-328. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.316-328 Mots-clés : autism  clinical  diagnoses  gender  topics Index. décimale : PER Périodiques Résumé : Autistic people are more likely to be transgender and gender diverse than the general population. Furthermore, co-occurring trait-level autism and transgender and gender-diverse identity are associated with symptoms of depression and anxiety, and autistic adolescents who identify as transgender and gender diverse have more internalizing behaviors than both non-transgender and gender-diverse autistic adolescents and non-autistic transgender and gender-diverse adolescents. However, no study has yet examined the extent to which transgender and gender-diverse identity predicts specific co-occurring mental health diagnoses in autistic adolescents. In a sample of 9027 autistic adolescents aged 13 to 17 drawn from the Simons Powering Autism Research for Knowledge cohort, 36 of whom we identified as transgender and gender diverse, we estimated univariate models of transgender and gender-diverse identity as a predictor of individual diagnoses. Depression, but no other diagnosis, remained statistically significant after adjustment for multiple comparisons. In a multiple regression model that incorporated known risk factors for adolescent depression (e.g. language impairment and disturbed sleep), transgender and gender-diverse identity remained a significant predictor (odds ratio: 4.01, 95% confidence interval: 1.87–8.67, p = 5.94 × 10−4) with an effect size at least as strong as that of a depression family history. This suggests transgender and gender-diverse autistic adolescents, who often face stigma and discrimination, are particularly vulnerable to depression.Lay abstract “Transgender and gender diverse” (TGD) people have gender identities that differ from the sex they were assigned at birth. Many autistic people have a TGD identity. Autistic adolescents who are TGD have more “internalizing symptoms,” which include symptoms of depression and anxiety, than autistic adolescents who are not TGD. In this study, we examined a group of 9027 autistic adolescents, 36 of whom had a TGD identity, to determine which, if any, mental health diagnoses would be associated with TGD identity, and whether those associations would remain even after accounting for known risk factors for a diagnosis. We found that depression, but no other diagnosis, was associated with TGD identity. This association remained even when accounting for known risk factors for depression, and in fact, TGD identity was associated with depression at least as strongly as a family history of that diagnosis. This strong association is perhaps not surprising. TGD adolescents often face stigma, social rejection, and discrimination, which can lead to depression. Autistic adolescents can face similar difficulties. Autistic youth who also have a TGD identity may therefore be at particular risk of developing depression. Our study highlights that providers who work with autistic youth in the community should be aware of this risk so they can identify and treat depression when it is present. Future studies should investigate the relationship between depression and TGD identity in autism further, to determine how providers and caregivers can support these youth. En ligne : https://dx.doi.org/10.1177/13623613251396712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

The role of social drivers of health in communication abilities of autistic adolescents and young adults / Teresa GIROLAMO in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.329-345 Titre : The role of social drivers of health in communication abilities of autistic adolescents and young adults Type de document : texte imprimé Auteurs : Teresa GIROLAMO, Auteur ; Alicia ESCOBEDO, Auteur ; Lindsay BUTLER, Auteur ; Caroline A. LARSON, Auteur ; Iván CAMPOS, Auteur ; Kyle GREENE-PENDELTON, Auteur Article en page(s) : p.329-345 Langues : Anglais (eng) Mots-clés : adolescents  adults  autism spectrum disorders  communication and language  environmental factors Index. décimale : PER Périodiques Résumé : Despite their relevance to outcomes in autism, little is known about how social drivers of health affect communication, especially in transition-aged autistic adolescents and young adults with structural language impairment. This knowledge gap limits our understanding of developmental trajectories and the ability to develop supports. This cross-sectional study examined the role of social drivers of health in the communication abilities of autistic individuals ages 13–30. Participants (N = 73) completed language, nonverbal cognitive assessments, and social drivers of health (sense of community, unmet services, barriers to services) measures. Data were analyzed descriptively and using mixed-effects modeling. More unmet service needs, more barriers to services, and a lower sense of community were associated with greater social communication impairment. In turn, both unmet service needs and barriers to services were negatively associated with functional communication. In regression modeling, language scores contributed to functional communication, and sense of community to social communication impairment. Findings support the relevance of language and social drivers of health in communication. Future work should focus on possible bidirectional relationships between these variables and explore and real-world translation.Lay Abstract Where people live, work, and spend their time is important. Environments can have more or less services or differ in how much they help people feel like they belong to their community. These parts of the environment are called social drivers of health. Social drivers of health are important for outcomes in autism, but we do not know much about them in autistic teens or young adults. We recruited 73 autistic teens and young adults (ages 13–30 years) and 52 caregivers to our study. Autistic teens and young adults did language and NVIQ tests on Zoom. Autistic teens, young adults, and caregivers also answered questionnaires. Sense of community was important for social communication impairment, and language was important for real-world communication. These findings tell us two things. First, thinking about how to create supportive communication environments for autistic teens and adults is important. Second, understanding how social drivers of health shape outcomes is important. In the future, we should focus on how improving environments can help autistic teens and adults meet their communication goals. En ligne : https://dx.doi.org/10.1177/13623613251380448 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] The role of social drivers of health in communication abilities of autistic adolescents and young adults [texte imprimé] / Teresa GIROLAMO, Auteur ; Alicia ESCOBEDO, Auteur ; Lindsay BUTLER, Auteur ; Caroline A. LARSON, Auteur ; Iván CAMPOS, Auteur ; Kyle GREENE-PENDELTON, Auteur . - p.329-345. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.329-345 Mots-clés : adolescents  adults  autism spectrum disorders  communication and language  environmental factors Index. décimale : PER Périodiques Résumé : Despite their relevance to outcomes in autism, little is known about how social drivers of health affect communication, especially in transition-aged autistic adolescents and young adults with structural language impairment. This knowledge gap limits our understanding of developmental trajectories and the ability to develop supports. This cross-sectional study examined the role of social drivers of health in the communication abilities of autistic individuals ages 13–30. Participants (N = 73) completed language, nonverbal cognitive assessments, and social drivers of health (sense of community, unmet services, barriers to services) measures. Data were analyzed descriptively and using mixed-effects modeling. More unmet service needs, more barriers to services, and a lower sense of community were associated with greater social communication impairment. In turn, both unmet service needs and barriers to services were negatively associated with functional communication. In regression modeling, language scores contributed to functional communication, and sense of community to social communication impairment. Findings support the relevance of language and social drivers of health in communication. Future work should focus on possible bidirectional relationships between these variables and explore and real-world translation.Lay Abstract Where people live, work, and spend their time is important. Environments can have more or less services or differ in how much they help people feel like they belong to their community. These parts of the environment are called social drivers of health. Social drivers of health are important for outcomes in autism, but we do not know much about them in autistic teens or young adults. We recruited 73 autistic teens and young adults (ages 13–30 years) and 52 caregivers to our study. Autistic teens and young adults did language and NVIQ tests on Zoom. Autistic teens, young adults, and caregivers also answered questionnaires. Sense of community was important for social communication impairment, and language was important for real-world communication. These findings tell us two things. First, thinking about how to create supportive communication environments for autistic teens and adults is important. Second, understanding how social drivers of health shape outcomes is important. In the future, we should focus on how improving environments can help autistic teens and adults meet their communication goals. En ligne : https://dx.doi.org/10.1177/13623613251380448 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Cultural influences on camouflaging and autistic burnout: Examining the experiences of Latino autistic young adults / Antonio F. PAGÁN in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.346-361 Titre : Cultural influences on camouflaging and autistic burnout: Examining the experiences of Latino autistic young adults Type de document : texte imprimé Auteurs : Antonio F. PAGÁN, Auteur ; Katherine A. LOVELAND, Auteur ; Ron ACIERNO, Auteur Article en page(s) : p.346-361 Langues : Anglais (eng) Mots-clés : acculturation  autistic burnout  camouflaging  cultural values  Latino young adults Index. décimale : PER Périodiques Résumé : The present study explored the relationship between camouflaging, autistic burnout, and cultural factors in Latino young adults with autism spectrum disorder (ASD). While autistic burnout and camouflaging have been widely studied in general ASD populations, limited research has focused on Latino individuals, who may experience unique pressures due to cultural values such as collectivism, familism, and traditional gender roles. Participants (N = 56) from the ¡Iniciando! la Adultez therapy program completed measures assessing burnout, camouflaging, acculturation, and cultural values. Results indicate that participants reported moderate to high levels of autistic burnout, with the highest levels observed in heightened self-awareness and cognitive disruption. Camouflaging behaviors were prevalent, with compensation being the most frequently used strategy. Cultural values, especially Mexican American values related to independence and familism, were positively correlated with burnout severity. In addition, camouflaging behaviors were significantly associated with higher adaptive functioning, particularly in conceptual, social, and practical domains, and were predictive of increased anxiety and depression. Acculturation stress and traditional gender role values were found to influence camouflaging strategies. These findings highlight the complex interplay between cultural expectations, camouflaging, and burnout in Latino autistic young adults, underscoring the need for culturally responsive interventions to better support their well-being and autonomy.Lay Abstract Autism spectrum disorder (ASD) affects individuals in unique ways, and many people with ASD feel pressured to “mask” or hide certain aspects of themselves to fit societal expectations. This study explored the relationship between camouflaging, burnout, and cultural factors in Latino young adults with ASD. While burnout and camouflaging have been studied in general ASD populations, there is limited research on how Latino cultural values, such as family importance and traditional gender roles, influence these experiences. In this study, 56 participants from the ¡Iniciando! la Adultez therapy program completed surveys about their burnout, camouflaging, cultural values, and stress related to adapting to a new culture. The results showed that many participants experienced significant burnout, particularly in areas like self-awareness and cognitive challenges. Camouflaging, such as pretending to act “neurotypical,” was common and linked to difficulties in social interactions and daily tasks, as well as higher levels of anxiety and depression. Cultural values, such as a strong focus on family, were related to higher burnout, and traditional gender roles influenced how participants camouflaged their autism. These findings highlight the need for societal change and culturally sensitive interventions that support Latino young adults with autism, helping them manage burnout and camouflaging while embracing their true identities. En ligne : https://dx.doi.org/10.1177/13623613251380340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Cultural influences on camouflaging and autistic burnout: Examining the experiences of Latino autistic young adults [texte imprimé] / Antonio F. PAGÁN, Auteur ; Katherine A. LOVELAND, Auteur ; Ron ACIERNO, Auteur . - p.346-361. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.346-361 Mots-clés : acculturation  autistic burnout  camouflaging  cultural values  Latino young adults Index. décimale : PER Périodiques Résumé : The present study explored the relationship between camouflaging, autistic burnout, and cultural factors in Latino young adults with autism spectrum disorder (ASD). While autistic burnout and camouflaging have been widely studied in general ASD populations, limited research has focused on Latino individuals, who may experience unique pressures due to cultural values such as collectivism, familism, and traditional gender roles. Participants (N = 56) from the ¡Iniciando! la Adultez therapy program completed measures assessing burnout, camouflaging, acculturation, and cultural values. Results indicate that participants reported moderate to high levels of autistic burnout, with the highest levels observed in heightened self-awareness and cognitive disruption. Camouflaging behaviors were prevalent, with compensation being the most frequently used strategy. Cultural values, especially Mexican American values related to independence and familism, were positively correlated with burnout severity. In addition, camouflaging behaviors were significantly associated with higher adaptive functioning, particularly in conceptual, social, and practical domains, and were predictive of increased anxiety and depression. Acculturation stress and traditional gender role values were found to influence camouflaging strategies. These findings highlight the complex interplay between cultural expectations, camouflaging, and burnout in Latino autistic young adults, underscoring the need for culturally responsive interventions to better support their well-being and autonomy.Lay Abstract Autism spectrum disorder (ASD) affects individuals in unique ways, and many people with ASD feel pressured to “mask” or hide certain aspects of themselves to fit societal expectations. This study explored the relationship between camouflaging, burnout, and cultural factors in Latino young adults with ASD. While burnout and camouflaging have been studied in general ASD populations, there is limited research on how Latino cultural values, such as family importance and traditional gender roles, influence these experiences. In this study, 56 participants from the ¡Iniciando! la Adultez therapy program completed surveys about their burnout, camouflaging, cultural values, and stress related to adapting to a new culture. The results showed that many participants experienced significant burnout, particularly in areas like self-awareness and cognitive challenges. Camouflaging, such as pretending to act “neurotypical,” was common and linked to difficulties in social interactions and daily tasks, as well as higher levels of anxiety and depression. Cultural values, such as a strong focus on family, were related to higher burnout, and traditional gender roles influenced how participants camouflaged their autism. These findings highlight the need for societal change and culturally sensitive interventions that support Latino young adults with autism, helping them manage burnout and camouflaging while embracing their true identities. En ligne : https://dx.doi.org/10.1177/13623613251380340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Identification of autistic Māori in Aotearoa New Zealand: A national cross-sectional study / Jessica TUPOU in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.362-374 Titre : Identification of autistic Māori in Aotearoa New Zealand: A national cross-sectional study Type de document : texte imprimé Auteurs : Jessica TUPOU, Auteur ; Fran KEWENE, Auteur ; Ia MORRISON-YOUNG, Auteur ; Ahi WI-HONGI, Auteur ; Andrew SPORLE, Auteur ; Tori DIAMOND, Auteur ; Reremoana THEODORE, Auteur ; Nicholas BOWDEN, Auteur Article en page(s) : p.362-374 Langues : Anglais (eng) Mots-clés : adolescents < populations  autism spectrum disorders  diagnosis  prevalence  school-age children Index. décimale : PER Périodiques Résumé : This study examines disparities in autism identification rates and support needs between Māori and non-Māori populations in Aotearoa New Zealand. The research was conducted through a collaborative approach with autistic Māori. Population-level administrative data were analysed for all individuals aged 0–24 years (N = 1,565,505) as of 30 June 2018. Autism identification was determined through health service records from July 2010 to June 2018. Comparative analyses examined autism rates, intellectual disability (ID) co-occurrence, and Ongoing Resourcing Scheme (ORS; high-need education funding support) allocation between Māori and non-Māori populations. Autism identification rates were lower among Māori (70.9/10,000) compared to non-Māori (78.3/10,000). Autistic Māori had higher rates of ID diagnosis (OR = 1.12; 95% CI = 1.02, 1.24) and ORS funding allocation (OR = 1.35; 95% CI = 1.22, 1.48). The observed disparities in autism identification rates and diagnostic patterns suggest potential systemic barriers to autism identification among Māori, particularly for those with lower formal support needs. Future Kaupapa Māori, autistic-led research is warranted to better understand these disparities and inform culturally responsive diagnostic and support services.Lay Abstract In this study, autistic Māori collaborated with researchers to analyse autism identification in Aotearoa New Zealand using population-level administrative data. The research examined all children and young people (0–24 years) in the Aotearoa New Zealand population as of 30 June 2018, identifying autism through health service records between July 2010 and June 2018. The findings showed lower autism identification rates among Māori (70.9 per 10,000) compared to non-Māori (78.3 per 10,000). This difference in rates is likely to reflect ongoing inequities and systemic racism, not true prevalence differences. Autistic Māori were also more frequently diagnosed with intellectual disability (ID) and more likely to receive high-need education funding support than autistic non-Māori. While these patterns might suggest higher formal support needs among autistic Māori, it’s crucial to recognise that support requirements are highly individual and context-dependent, making them difficult to measure using broad indicators. The lower overall autism identification rate among Māori, combined with these findings, suggests that autistic Māori with lower formal support needs may be missing opportunities for diagnosis and not accessing the supports and services they are entitled to. Future Kaupapa Māori, autistic-led research is needed to gain a more nuanced understanding of autism identification and support needs among Māori. En ligne : https://dx.doi.org/10.1177/13623613251380927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Identification of autistic Māori in Aotearoa New Zealand: A national cross-sectional study [texte imprimé] / Jessica TUPOU, Auteur ; Fran KEWENE, Auteur ; Ia MORRISON-YOUNG, Auteur ; Ahi WI-HONGI, Auteur ; Andrew SPORLE, Auteur ; Tori DIAMOND, Auteur ; Reremoana THEODORE, Auteur ; Nicholas BOWDEN, Auteur . - p.362-374. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.362-374 Mots-clés : adolescents < populations  autism spectrum disorders  diagnosis  prevalence  school-age children Index. décimale : PER Périodiques Résumé : This study examines disparities in autism identification rates and support needs between Māori and non-Māori populations in Aotearoa New Zealand. The research was conducted through a collaborative approach with autistic Māori. Population-level administrative data were analysed for all individuals aged 0–24 years (N = 1,565,505) as of 30 June 2018. Autism identification was determined through health service records from July 2010 to June 2018. Comparative analyses examined autism rates, intellectual disability (ID) co-occurrence, and Ongoing Resourcing Scheme (ORS; high-need education funding support) allocation between Māori and non-Māori populations. Autism identification rates were lower among Māori (70.9/10,000) compared to non-Māori (78.3/10,000). Autistic Māori had higher rates of ID diagnosis (OR = 1.12; 95% CI = 1.02, 1.24) and ORS funding allocation (OR = 1.35; 95% CI = 1.22, 1.48). The observed disparities in autism identification rates and diagnostic patterns suggest potential systemic barriers to autism identification among Māori, particularly for those with lower formal support needs. Future Kaupapa Māori, autistic-led research is warranted to better understand these disparities and inform culturally responsive diagnostic and support services.Lay Abstract In this study, autistic Māori collaborated with researchers to analyse autism identification in Aotearoa New Zealand using population-level administrative data. The research examined all children and young people (0–24 years) in the Aotearoa New Zealand population as of 30 June 2018, identifying autism through health service records between July 2010 and June 2018. The findings showed lower autism identification rates among Māori (70.9 per 10,000) compared to non-Māori (78.3 per 10,000). This difference in rates is likely to reflect ongoing inequities and systemic racism, not true prevalence differences. Autistic Māori were also more frequently diagnosed with intellectual disability (ID) and more likely to receive high-need education funding support than autistic non-Māori. While these patterns might suggest higher formal support needs among autistic Māori, it’s crucial to recognise that support requirements are highly individual and context-dependent, making them difficult to measure using broad indicators. The lower overall autism identification rate among Māori, combined with these findings, suggests that autistic Māori with lower formal support needs may be missing opportunities for diagnosis and not accessing the supports and services they are entitled to. Future Kaupapa Māori, autistic-led research is needed to gain a more nuanced understanding of autism identification and support needs among Māori. En ligne : https://dx.doi.org/10.1177/13623613251380927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Are we getting better at identifying and diagnosing neurodivergent girls and women? Insights into sex ratios and age of diagnosis from clinical population data in Scotland / Donald MACIVER in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.375-389 Titre : Are we getting better at identifying and diagnosing neurodivergent girls and women? Insights into sex ratios and age of diagnosis from clinical population data in Scotland Type de document : texte imprimé Auteurs : Donald MACIVER, Auteur ; Anusua SINGH ROY, Auteur ; Lorna JOHNSTON, Auteur ; Marie BOILSON, Auteur ; Eleanor CURNOW, Auteur ; Victoria JOHNSTONE-COOKE, Auteur ; Marion RUTHERFORD, Auteur Article en page(s) : p.375-389 Langues : Anglais (eng) Mots-clés : ADHD  adults  autism  diagnosis  health services  school-age children  sex differences Index. décimale : PER Périodiques Résumé : This study examined differences in referral and diagnosis based on sex recorded at birth (hereafter, ‘sex’), using case notes from 408 individuals diagnosed by 30 multidisciplinary teams across Scotland. Analyses focused on male-to-female ratios and median ages at referral and diagnosis across attention-deficit/hyperactivity disorder, autism and intellectual disability. The lifespan male-to-female ratio across all diagnoses was 1.31, varying by category and age. In autism, the male-to-female ratio was 2.21 for children under 10 years, but there were more females in adolescence (male-to-female ratio = 0.79) and adulthood (male-to-female ratio = 0.94). Across the lifespan, combining all diagnoses, females were referred later (median ages: 14.4 vs 19.7 years; p < 0.001) and diagnosed later (median ages: 15.2 vs 20.2 years; p < 0.001), indicating a 5-year delay. Among autistic children and adolescents, females were referred later (median age: 7.5 vs 10.5 years; p = 0.002) and diagnosed later (median age: 9.3 vs 11.9 years; p = 0.003). However, no significant differences were found in age of referral or diagnosis for autistic adults. Overall, the results indicate increasing balance in sex ratios with age, greater asymmetry in younger age groups, and consistent delays in referral and diagnosis ages for females.Lay abstract This article looks at how males and females are diagnosed with neurodevelopmental differences including autism, attention-deficit/hyperactivity disorder (ADHD) and intellectual disabilities. It studies the case notes of 408 people (adults and children) assessed by 30 different teams during their diagnosis process. The results show overall that more males were diagnosed with neurodevelopmental differences and that males are diagnosed at younger ages compared to females. The increased diagnosis of males compared to females is most common in younger ages, but and as people get older, the number of males and females diagnosed becomes more equal, showing that more women are coming forward for and being diagnosed, for example with autism and ADHD. This research shows that although there are increasing amounts of females diagnosed, that girls and women are still missed when they are young, with more boys gaining a diagnosis as children. It seems there is a pattern of females being diagnosed at later ages (meaning less access to support and self-understanding). The study calls for better diagnostic practices and more research to address these gender differences. En ligne : https://dx.doi.org/10.1177/13623613251383343 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Are we getting better at identifying and diagnosing neurodivergent girls and women? Insights into sex ratios and age of diagnosis from clinical population data in Scotland [texte imprimé] / Donald MACIVER, Auteur ; Anusua SINGH ROY, Auteur ; Lorna JOHNSTON, Auteur ; Marie BOILSON, Auteur ; Eleanor CURNOW, Auteur ; Victoria JOHNSTONE-COOKE, Auteur ; Marion RUTHERFORD, Auteur . - p.375-389. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.375-389 Mots-clés : ADHD  adults  autism  diagnosis  health services  school-age children  sex differences Index. décimale : PER Périodiques Résumé : This study examined differences in referral and diagnosis based on sex recorded at birth (hereafter, ‘sex’), using case notes from 408 individuals diagnosed by 30 multidisciplinary teams across Scotland. Analyses focused on male-to-female ratios and median ages at referral and diagnosis across attention-deficit/hyperactivity disorder, autism and intellectual disability. The lifespan male-to-female ratio across all diagnoses was 1.31, varying by category and age. In autism, the male-to-female ratio was 2.21 for children under 10 years, but there were more females in adolescence (male-to-female ratio = 0.79) and adulthood (male-to-female ratio = 0.94). Across the lifespan, combining all diagnoses, females were referred later (median ages: 14.4 vs 19.7 years; p < 0.001) and diagnosed later (median ages: 15.2 vs 20.2 years; p < 0.001), indicating a 5-year delay. Among autistic children and adolescents, females were referred later (median age: 7.5 vs 10.5 years; p = 0.002) and diagnosed later (median age: 9.3 vs 11.9 years; p = 0.003). However, no significant differences were found in age of referral or diagnosis for autistic adults. Overall, the results indicate increasing balance in sex ratios with age, greater asymmetry in younger age groups, and consistent delays in referral and diagnosis ages for females.Lay abstract This article looks at how males and females are diagnosed with neurodevelopmental differences including autism, attention-deficit/hyperactivity disorder (ADHD) and intellectual disabilities. It studies the case notes of 408 people (adults and children) assessed by 30 different teams during their diagnosis process. The results show overall that more males were diagnosed with neurodevelopmental differences and that males are diagnosed at younger ages compared to females. The increased diagnosis of males compared to females is most common in younger ages, but and as people get older, the number of males and females diagnosed becomes more equal, showing that more women are coming forward for and being diagnosed, for example with autism and ADHD. This research shows that although there are increasing amounts of females diagnosed, that girls and women are still missed when they are young, with more boys gaining a diagnosis as children. It seems there is a pattern of females being diagnosed at later ages (meaning less access to support and self-understanding). The study calls for better diagnostic practices and more research to address these gender differences. En ligne : https://dx.doi.org/10.1177/13623613251383343 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Exploring community perspectives on autism genetics research: Indications of supportive views and educational needs / Melanie M. DE WIT in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.390-401 Titre : Exploring community perspectives on autism genetics research: Indications of supportive views and educational needs Type de document : texte imprimé Auteurs : Melanie M. DE WIT, Auteur ; Janneke R. ZINKSTOK, Auteur ; Riley BUIJSMAN, Auteur ; Abdel ABDELLAOUI, Auteur ; Sander BEGEER, Auteur ; Tinca J.C. POLDERMAN, Auteur Article en page(s) : p.390-401 Langues : Anglais (eng) Mots-clés : Behavioural genetics  community perspectives  genetic testing and counselling  genetics  stakeholders Index. décimale : PER Périodiques Résumé : Autistic advocates have raised substantial concerns regarding genetics research on autism. It is yet unclear whether these concerns reflect the perspectives of the broader autism community. In a sample of 1757 Dutch autistic adults, 445 parents of autistic children and 126 legal representatives of autistic adults, we explored perspectives on genetics research. We used a pilot repeated survey, consisting of questions about the perceived importance of the heritability of autism, reasons for this importance and the desire to learn more about heritability. Over 95% of the participants found it at least a little important to know that autism is highly heritable, and 67% would like to learn more about it. Participants mentioned that they find it important to increase knowledge about the causes of autism, and to improve the diagnostic process. There were no substantial differences in perspectives between stakeholder groups. Contrasting previous work, this pilot study indicates support for genetics research in autism, which highlights diversity in community perspectives. It also identifies an unmet educational need. We conclude that education on the topic of genetics, active research involvement of the autism community, and an ongoing dialogue between all parties are crucial to ethically and meaningfully move autism genetics forward.Lay abstract Some autistic people have shared strong concerns about research on the genetics of autism. However, this has not been investigated systematically in a large and diverse group of stakeholders. Therefore, researchers asked questions to over 1700 autistic adults in the Netherlands, 445 parents of autistic children and 126 legal guardians of autistic adults. The questions were (a) ‘is it important to know that autism is heritable?’, (b) ‘why is this important to know?’ and (c) ‘would you want to learn more about the heritability of autism?’. Over 95% of the people said it is at least a little important to know that autism is heritable. Around 67% also said they would like to learn more about it. Many people said that learning about the genetics of autism could help us understand the causes of autism better and could help improve the diagnostic process. This study shows that there are different opinions about genetics research. It was also noted that people need clear and simple information about autism genetics. To make autism genetics research better and more respectful, it is important to give clear information about genetics, to involve autistic people and their families in research, and to have open conversations between researchers and the autism community. This way, autism genetics research can move forward in a way that is fair and helpful for everyone. En ligne : https://dx.doi.org/10.1177/13623613251384342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Exploring community perspectives on autism genetics research: Indications of supportive views and educational needs [texte imprimé] / Melanie M. DE WIT, Auteur ; Janneke R. ZINKSTOK, Auteur ; Riley BUIJSMAN, Auteur ; Abdel ABDELLAOUI, Auteur ; Sander BEGEER, Auteur ; Tinca J.C. POLDERMAN, Auteur . - p.390-401. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.390-401 Mots-clés : Behavioural genetics  community perspectives  genetic testing and counselling  genetics  stakeholders Index. décimale : PER Périodiques Résumé : Autistic advocates have raised substantial concerns regarding genetics research on autism. It is yet unclear whether these concerns reflect the perspectives of the broader autism community. In a sample of 1757 Dutch autistic adults, 445 parents of autistic children and 126 legal representatives of autistic adults, we explored perspectives on genetics research. We used a pilot repeated survey, consisting of questions about the perceived importance of the heritability of autism, reasons for this importance and the desire to learn more about heritability. Over 95% of the participants found it at least a little important to know that autism is highly heritable, and 67% would like to learn more about it. Participants mentioned that they find it important to increase knowledge about the causes of autism, and to improve the diagnostic process. There were no substantial differences in perspectives between stakeholder groups. Contrasting previous work, this pilot study indicates support for genetics research in autism, which highlights diversity in community perspectives. It also identifies an unmet educational need. We conclude that education on the topic of genetics, active research involvement of the autism community, and an ongoing dialogue between all parties are crucial to ethically and meaningfully move autism genetics forward.Lay abstract Some autistic people have shared strong concerns about research on the genetics of autism. However, this has not been investigated systematically in a large and diverse group of stakeholders. Therefore, researchers asked questions to over 1700 autistic adults in the Netherlands, 445 parents of autistic children and 126 legal guardians of autistic adults. The questions were (a) ‘is it important to know that autism is heritable?’, (b) ‘why is this important to know?’ and (c) ‘would you want to learn more about the heritability of autism?’. Over 95% of the people said it is at least a little important to know that autism is heritable. Around 67% also said they would like to learn more about it. Many people said that learning about the genetics of autism could help us understand the causes of autism better and could help improve the diagnostic process. This study shows that there are different opinions about genetics research. It was also noted that people need clear and simple information about autism genetics. To make autism genetics research better and more respectful, it is important to give clear information about genetics, to involve autistic people and their families in research, and to have open conversations between researchers and the autism community. This way, autism genetics research can move forward in a way that is fair and helpful for everyone. En ligne : https://dx.doi.org/10.1177/13623613251384342 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

When expectation meets experience: A qualitative analysis of serial interviews with adults before and after autism assessment / Maria DOWNEY in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.402-411 Titre : When expectation meets experience: A qualitative analysis of serial interviews with adults before and after autism assessment Type de document : texte imprimé Auteurs : Maria DOWNEY, Auteur ; Juwayriyah NAYYAR, Auteur ; Suzanne GUERIN, Auteur ; Cliodhna O’CONNOR, Auteur Article en page(s) : p.402-411 Langues : Anglais (eng) Mots-clés : adulthood  adults  assessment  autism  diagnosis  interviews  lived experience Index. décimale : PER Périodiques Résumé : With growing numbers of adults seeking and receiving autism diagnoses, understanding subjective experiences of this process is crucial for sensitive policy and practice. The route to diagnosis can be long and circuitous, yet most evidence on adults’ experiences of diagnosis relies on retrospective reports collected at a single point in time. The current study explores lived experiences of the diagnostic journey through serial qualitative interviews conducted in the weeks before and after adults’ autism diagnosis. Fourteen adults participated in online interviews over videoconferencing or email. Thematic analysis of the data suggested the diagnostic process could be characterised according to three themes. Journey to Self-Discovery identified the pursuit of diagnosis as rooted in a drive for self-understanding, propelled by anticipated benefits that were partially realised, and emotionally complex at all stages. Challenges with Navigating the Diagnostic Process highlighted how the process of acquiring and adjusting to a diagnosis was shaped by issues of resource access, system deficiencies, social inequalities and cognitive overwhelm. Isolation to Advocacy revealed how journeys that began in independent self-initiative evolved over time into community participation and advocacy. Providing original evidence of how lived experiences of adult autism diagnosis evolve across time, the current study offers valuable context for adults pursuing assessment, professionals performing assessments and policy-makers designing adult autism services.Lay abstract Increasing numbers of people are receiving autism diagnoses in adulthood. Understanding their firsthand experience of diagnosis is crucial for improving supports for adults undergoing autism assessment. This study conducted interviews with adults at two time-points: one interview during the six weeks before their assessment, and a second interview within six weeks after their assessment. Fourteen people volunteered to participate in the study through videocall or email. The interview transcripts were analysed using a process called thematic analysis, with specialist software used to find patterns across people’s experiences. The analysis suggested that adults appreciated the role of diagnosis in helping develop a better understanding of themselves. Nevertheless, people had mixed emotions both leading up to the assessment and after their autism diagnosis. Adults experienced many challenges in arranging and undergoing the autism assessment. However, the process of getting a diagnosis helped many to move from feeling isolated to feeling part of a wider community. These findings will be useful to adults at different stages of the diagnosis process, and for professionals and policy-makers developing adult autism services. En ligne : https://dx.doi.org/10.1177/13623613251384436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] When expectation meets experience: A qualitative analysis of serial interviews with adults before and after autism assessment [texte imprimé] / Maria DOWNEY, Auteur ; Juwayriyah NAYYAR, Auteur ; Suzanne GUERIN, Auteur ; Cliodhna O’CONNOR, Auteur . - p.402-411. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.402-411 Mots-clés : adulthood  adults  assessment  autism  diagnosis  interviews  lived experience Index. décimale : PER Périodiques Résumé : With growing numbers of adults seeking and receiving autism diagnoses, understanding subjective experiences of this process is crucial for sensitive policy and practice. The route to diagnosis can be long and circuitous, yet most evidence on adults’ experiences of diagnosis relies on retrospective reports collected at a single point in time. The current study explores lived experiences of the diagnostic journey through serial qualitative interviews conducted in the weeks before and after adults’ autism diagnosis. Fourteen adults participated in online interviews over videoconferencing or email. Thematic analysis of the data suggested the diagnostic process could be characterised according to three themes. Journey to Self-Discovery identified the pursuit of diagnosis as rooted in a drive for self-understanding, propelled by anticipated benefits that were partially realised, and emotionally complex at all stages. Challenges with Navigating the Diagnostic Process highlighted how the process of acquiring and adjusting to a diagnosis was shaped by issues of resource access, system deficiencies, social inequalities and cognitive overwhelm. Isolation to Advocacy revealed how journeys that began in independent self-initiative evolved over time into community participation and advocacy. Providing original evidence of how lived experiences of adult autism diagnosis evolve across time, the current study offers valuable context for adults pursuing assessment, professionals performing assessments and policy-makers designing adult autism services.Lay abstract Increasing numbers of people are receiving autism diagnoses in adulthood. Understanding their firsthand experience of diagnosis is crucial for improving supports for adults undergoing autism assessment. This study conducted interviews with adults at two time-points: one interview during the six weeks before their assessment, and a second interview within six weeks after their assessment. Fourteen people volunteered to participate in the study through videocall or email. The interview transcripts were analysed using a process called thematic analysis, with specialist software used to find patterns across people’s experiences. The analysis suggested that adults appreciated the role of diagnosis in helping develop a better understanding of themselves. Nevertheless, people had mixed emotions both leading up to the assessment and after their autism diagnosis. Adults experienced many challenges in arranging and undergoing the autism assessment. However, the process of getting a diagnosis helped many to move from feeling isolated to feeling part of a wider community. These findings will be useful to adults at different stages of the diagnosis process, and for professionals and policy-makers developing adult autism services. En ligne : https://dx.doi.org/10.1177/13623613251384436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

The Schools Unified in Neurodiversity Collaborative: Co-designing a program to enhance educator knowledge and efficacy supporting children with neurodevelopmental disabilities / Kelly B. BECK in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.412-425 Titre : The Schools Unified in Neurodiversity Collaborative: Co-designing a program to enhance educator knowledge and efficacy supporting children with neurodevelopmental disabilities Type de document : texte imprimé Auteurs : Kelly B. BECK, Auteur ; Amy IONADI, Auteur ; Timothy WAGNER, Auteur ; Daniel BECK, Auteur ; Rachel HARRIS, Auteur ; Stephen EDWARDS, Auteur ; Donna WESTBROOKS-MARTIN, Auteur ; Jamie UPSHAW, Auteur ; Andre RHONE, Auteur ; Taylor KESICH, Auteur ; Allie KLEINSCHMIDT, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.412-425 Langues : Anglais (eng) Mots-clés : autism  community-based participatory research  human-centered design  neurodiversity  school inclusion  teacher education Index. décimale : PER Périodiques Résumé : Autistic and other neurodivergent youth face social, sensory, and environmental challenges at school that negatively impact learning and well-being. Yet, most educators are not trained in neurodevelopmental disabilities, leaving them with outdated knowledge and limited confidence about how to support neurodivergent youth at school. In a two-phase project, we sought to (1) co-design a comprehensive professional development training for school educators and (2) pilot test this training in one US public school district. First, we used community-based participatory research methods to form an interdisciplinary team of neurodivergent educators and autistic community members. We then used human-centered design methods to iteratively design the Schools Unified in Neurodiversity professional development training for US K-12 educators. In Phase 2, we demonstrated feasibility and acceptability of the resulting training in a sample of 192 educators, grades K-12. Significant improvements were noted in educator knowledge and self-efficacy in pre- to post-assessments. Together, community-based participatory research and human-centered design provided a promising community-driven approach to development, resulting in a training that was well received and conducive to implementation. Future work will test the effects of the Schools Unified in Neurodiversity training on youth outcomes and explore the role of professional learning communities to support implementation and sustain change.Lay Abstract Neurodivergent children are children who have neurodevelopmental or cognitive disabilities (e.g. autism spectrum disorder, attention deficit hyperactivity disorder, brain injury, dyslexia, Tourette’s, and other neurological disorders). Neurodivergent children have heightened risk for mental health problems and poor learning outcomes compared to their peers. Sadly, school experiences contribute to these poor outcomes. Every day, neurodivergent children face a multitude of barriers and negative events at school that exacerbate their neurocognitive, sensory, and social communication differences, and even make them feel unsafe. Educators do not have the knowledge of how to support neurodivergent children and cannot practically provide individualized supports to each neurodivergent child in their classroom. A new approach is needed to ensure that school is a positive, enriching experience instead of the stressful, negative experience that it is for most neurodivergent students. This project aimed to transform schools for neurodivergent children by giving public school educators the knowledge they need to create a safe and inclusive school climate for all children. We developed the Schools Unified in Neurodiversity training with a group of researchers, teachers, counselors, principals, administrators, and advocates all with personal connections to neurodiversity. The Schools Unified in Neurodiversity training program teaches a series of practical tools to design classrooms and instruction in ways that eliminate unnecessary barriers and set neurodivergent children up for success at school. We tested the Schools Unified in Neurodiversity training program in one school district with 192 educators. Results suggest that this program is agreeable to teachers and improves their knowledge and confidence in supporting their neurodivergent children. Future work will test how the Schools Unified in Neurodiversity training program helps neurodivergent youth directly and if teachers can sustain these positive changes in knowledge and confidence. En ligne : https://dx.doi.org/10.1177/13623613251388627 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] The Schools Unified in Neurodiversity Collaborative: Co-designing a program to enhance educator knowledge and efficacy supporting children with neurodevelopmental disabilities [texte imprimé] / Kelly B. BECK, Auteur ; Amy IONADI, Auteur ; Timothy WAGNER, Auteur ; Daniel BECK, Auteur ; Rachel HARRIS, Auteur ; Stephen EDWARDS, Auteur ; Donna WESTBROOKS-MARTIN, Auteur ; Jamie UPSHAW, Auteur ; Andre RHONE, Auteur ; Taylor KESICH, Auteur ; Allie KLEINSCHMIDT, Auteur ; Carla A. MAZEFSKY, Auteur . - p.412-425. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.412-425 Mots-clés : autism  community-based participatory research  human-centered design  neurodiversity  school inclusion  teacher education Index. décimale : PER Périodiques Résumé : Autistic and other neurodivergent youth face social, sensory, and environmental challenges at school that negatively impact learning and well-being. Yet, most educators are not trained in neurodevelopmental disabilities, leaving them with outdated knowledge and limited confidence about how to support neurodivergent youth at school. In a two-phase project, we sought to (1) co-design a comprehensive professional development training for school educators and (2) pilot test this training in one US public school district. First, we used community-based participatory research methods to form an interdisciplinary team of neurodivergent educators and autistic community members. We then used human-centered design methods to iteratively design the Schools Unified in Neurodiversity professional development training for US K-12 educators. In Phase 2, we demonstrated feasibility and acceptability of the resulting training in a sample of 192 educators, grades K-12. Significant improvements were noted in educator knowledge and self-efficacy in pre- to post-assessments. Together, community-based participatory research and human-centered design provided a promising community-driven approach to development, resulting in a training that was well received and conducive to implementation. Future work will test the effects of the Schools Unified in Neurodiversity training on youth outcomes and explore the role of professional learning communities to support implementation and sustain change.Lay Abstract Neurodivergent children are children who have neurodevelopmental or cognitive disabilities (e.g. autism spectrum disorder, attention deficit hyperactivity disorder, brain injury, dyslexia, Tourette’s, and other neurological disorders). Neurodivergent children have heightened risk for mental health problems and poor learning outcomes compared to their peers. Sadly, school experiences contribute to these poor outcomes. Every day, neurodivergent children face a multitude of barriers and negative events at school that exacerbate their neurocognitive, sensory, and social communication differences, and even make them feel unsafe. Educators do not have the knowledge of how to support neurodivergent children and cannot practically provide individualized supports to each neurodivergent child in their classroom. A new approach is needed to ensure that school is a positive, enriching experience instead of the stressful, negative experience that it is for most neurodivergent students. This project aimed to transform schools for neurodivergent children by giving public school educators the knowledge they need to create a safe and inclusive school climate for all children. We developed the Schools Unified in Neurodiversity training with a group of researchers, teachers, counselors, principals, administrators, and advocates all with personal connections to neurodiversity. The Schools Unified in Neurodiversity training program teaches a series of practical tools to design classrooms and instruction in ways that eliminate unnecessary barriers and set neurodivergent children up for success at school. We tested the Schools Unified in Neurodiversity training program in one school district with 192 educators. Results suggest that this program is agreeable to teachers and improves their knowledge and confidence in supporting their neurodivergent children. Future work will test how the Schools Unified in Neurodiversity training program helps neurodivergent youth directly and if teachers can sustain these positive changes in knowledge and confidence. En ligne : https://dx.doi.org/10.1177/13623613251388627 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Late bloomers: Exploring the emotional landscape of Australian women’s experiences of a late Autism diagnosis / Annie POLLOCK in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.426-438 Titre : Late bloomers: Exploring the emotional landscape of Australian women’s experiences of a late Autism diagnosis Type de document : texte imprimé Auteurs : Annie POLLOCK, Auteur ; Zoë KRUPKA, Auteur Article en page(s) : p.426-438 Langues : Anglais (eng) Mots-clés : Autism  Autism in women  Autistic burnout  late diagnosis of Autism  post-diagnostic Autism support Index. décimale : PER Périodiques Résumé : Gendered expectations significantly influence how Autism is recognised in women, often contributing to misdiagnosis and delayed identification. This study explored the experiences of Autistic women diagnosed after 30 in Australia. Using a cross-sectional qualitative design, semi-structured interviews were conducted with 10 Autistic women with a median age of 47.5 years. Participants were recruited through purposive sampling on social media, and reflexive thematic analysis was used for data examination, with careful consideration of researcher reflexivity. Seven key emotionally centred themes were identified from the participants’ diagnostic journeys: (1) Frustration at the Barriers Surrounding a Diagnosis, (2) Fear and Self-Doubt on the Path to Self-Acceptance, (3) The Grief of Revisiting the Past, (4) Shock of the New Self, (5) Anger at Being Dismissed, (6) The Relief of Authenticity, and (7) Pride and Belonging in Community. The findings revealed the significant impact of ‘Autistic burnout’ and the challenges of accessing practitioners knowledgeable about Autism in women. Participants expressed a range of emotions stemming from having the validity of their struggles questioned and receiving a notable lack of post-diagnostic support. This study highlights the critical need for inclusive, gender-sensitive diagnosis, as well as greater understanding of the nuanced experiences of Autistic women.Understanding the Emotional Experiences of Australian Autistic Women Diagnosed Later in Life Autistic women often experience delayed recognition and understanding that they are Autistic due to gendered expectations and stereotypes about Autism. This study explored the experiences of women in Australia who received an Autism diagnosis after the age of 30. It aimed to uncover the challenges they faced and the emotional impact of their diagnostic journey.Ten women participated in interviews where they shared their stories. They described how difficult it was to find professionals who understood how Autism presents in women and discussed the associated emotional toll. The research identified seven key themes that highlight the emotional aspects of their journeys:1. Frustration with the challenges of getting a diagnosis2. Fear and uncertainty while trying to accept themselves3. Sadness and regret when looking back on their past4. Surprise and confusion at discovering new parts of their identity5. Anger at being ignored or dismissed by others6. Relief in understanding and accepting who they truly are7. A sense of pride and belonging within the Autistic communityMany participants described experiencing ‘Autistic burnout’, which is extreme physical, mental, and emotional exhaustion, often due to masking their Autism to meet societal expectations. They also reported feeling invalidated when their struggles were questioned and noted a lack of support after their diagnosis.This study highlights the need for diagnostic practices that consider gender differences and societal influences, as well as better support systems for newly diagnosed Autistic women. Improving these areas could help ensure earlier diagnoses and provide better care, ultimately amplifying the voices of this often-overlooked community. En ligne : https://dx.doi.org/10.1177/13623613251386983 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Late bloomers: Exploring the emotional landscape of Australian women’s experiences of a late Autism diagnosis [texte imprimé] / Annie POLLOCK, Auteur ; Zoë KRUPKA, Auteur . - p.426-438. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.426-438 Mots-clés : Autism  Autism in women  Autistic burnout  late diagnosis of Autism  post-diagnostic Autism support Index. décimale : PER Périodiques Résumé : Gendered expectations significantly influence how Autism is recognised in women, often contributing to misdiagnosis and delayed identification. This study explored the experiences of Autistic women diagnosed after 30 in Australia. Using a cross-sectional qualitative design, semi-structured interviews were conducted with 10 Autistic women with a median age of 47.5 years. Participants were recruited through purposive sampling on social media, and reflexive thematic analysis was used for data examination, with careful consideration of researcher reflexivity. Seven key emotionally centred themes were identified from the participants’ diagnostic journeys: (1) Frustration at the Barriers Surrounding a Diagnosis, (2) Fear and Self-Doubt on the Path to Self-Acceptance, (3) The Grief of Revisiting the Past, (4) Shock of the New Self, (5) Anger at Being Dismissed, (6) The Relief of Authenticity, and (7) Pride and Belonging in Community. The findings revealed the significant impact of ‘Autistic burnout’ and the challenges of accessing practitioners knowledgeable about Autism in women. Participants expressed a range of emotions stemming from having the validity of their struggles questioned and receiving a notable lack of post-diagnostic support. This study highlights the critical need for inclusive, gender-sensitive diagnosis, as well as greater understanding of the nuanced experiences of Autistic women.Understanding the Emotional Experiences of Australian Autistic Women Diagnosed Later in Life Autistic women often experience delayed recognition and understanding that they are Autistic due to gendered expectations and stereotypes about Autism. This study explored the experiences of women in Australia who received an Autism diagnosis after the age of 30. It aimed to uncover the challenges they faced and the emotional impact of their diagnostic journey.Ten women participated in interviews where they shared their stories. They described how difficult it was to find professionals who understood how Autism presents in women and discussed the associated emotional toll. The research identified seven key themes that highlight the emotional aspects of their journeys:1. Frustration with the challenges of getting a diagnosis2. Fear and uncertainty while trying to accept themselves3. Sadness and regret when looking back on their past4. Surprise and confusion at discovering new parts of their identity5. Anger at being ignored or dismissed by others6. Relief in understanding and accepting who they truly are7. A sense of pride and belonging within the Autistic communityMany participants described experiencing ‘Autistic burnout’, which is extreme physical, mental, and emotional exhaustion, often due to masking their Autism to meet societal expectations. They also reported feeling invalidated when their struggles were questioned and noted a lack of support after their diagnosis.This study highlights the need for diagnostic practices that consider gender differences and societal influences, as well as better support systems for newly diagnosed Autistic women. Improving these areas could help ensure earlier diagnoses and provide better care, ultimately amplifying the voices of this often-overlooked community. En ligne : https://dx.doi.org/10.1177/13623613251386983 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Exploring auditory perception experiences in daily situations in autistic adults / Elena Sofia SILVA in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.439-451 Titre : Exploring auditory perception experiences in daily situations in autistic adults Type de document : texte imprimé Auteurs : Elena Sofia SILVA, Auteur ; Linda DRIJVERS, Auteur ; James P. TRUJILLO, Auteur Article en page(s) : p.439-451 Langues : Anglais (eng) Mots-clés : auditory perception  autism  hearing  self-identifying autism  speech understanding Index. décimale : PER Périodiques Résumé : Autistic individuals often show differential sensory perception, including hypo- or hypersensitivities to sound. Previous research also suggests that autistic individuals often have difficulty processing intentional and affective cues in speech acoustics. However, general speech processing difficulties remain underexplored. We investigated self-reported auditory perception using the Speech, Spatial, and Qualities of Hearing Questionnaire among autistic (self-identifying (n = 18) and clinically diagnosed (n = 45)) and non-autistic adults (N = 66). The study was conducted in the Netherlands, but the questionnaire and call for participation were in English and open to anyone regardless of country of residence. Both clinically diagnosed and self-identifying individuals with autism reported significantly lower scores on the Speech, Spatial, and Qualities of Hearing Questionnaire score and on the Speech subscale compared with non-autistic individuals, indicating challenges in overall quality of auditory perception, speech comprehension. Clinically diagnosed individuals also showed lower scores on the quality and spatial subscales compared with non-autistic individuals. Post hoc analysis further suggested that speech hearing is particularly challenging for many autistic individuals. In addition, our finding that self-identifying and clinically diagnosed autistic individuals show similar patterns of hearing difficulties emphasizes the need for more inclusive research practices that collect the experiences of all the individuals in the autistic community in the study of sensory perception in autism.Lay abstract Autistic individuals often have very different sensory experiences compared with non-autistic individuals. One anecdotally mentioned, but not well-researched phenomenon is difficulty processing what we are hearing. Rather than challenges related to language understanding, such as nonliteral or indirect language, autistic people may also have more difficulty making sense of the sounds of their environment. This may be hearing where particular sounds are coming from, or understanding what is being said, particularly in noisy situations. To bring more attention and clarity to this challenge, we asked autistic and non-autistic adults to fill out a short survey that measures one’s hearing experiences in daily life. We found that autistic individuals report more difficulty across several types of hearing, and most prominently regarding speech hearing, when compared with non-autistic individuals. This finding highlights that reports of auditory processing difficulties when there is no hearing loss are not niche experiences, but rather reflect a common experience in autistic adults. In addition, we found that clinically diagnosed and self-identifying individuals reported very similar experiences. This highlights the validity of self-identification/self-diagnosis for research aimed at understanding autistic experiences. This study, therefore, emphasizes the need for more research and awareness regarding auditory perception and hearing in autistic adults. The study also emphasizes the value of more inclusive research practices that collect the experiences of all individuals within the autism community. En ligne : https://dx.doi.org/10.1177/13623613251391492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Exploring auditory perception experiences in daily situations in autistic adults [texte imprimé] / Elena Sofia SILVA, Auteur ; Linda DRIJVERS, Auteur ; James P. TRUJILLO, Auteur . - p.439-451. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.439-451 Mots-clés : auditory perception  autism  hearing  self-identifying autism  speech understanding Index. décimale : PER Périodiques Résumé : Autistic individuals often show differential sensory perception, including hypo- or hypersensitivities to sound. Previous research also suggests that autistic individuals often have difficulty processing intentional and affective cues in speech acoustics. However, general speech processing difficulties remain underexplored. We investigated self-reported auditory perception using the Speech, Spatial, and Qualities of Hearing Questionnaire among autistic (self-identifying (n = 18) and clinically diagnosed (n = 45)) and non-autistic adults (N = 66). The study was conducted in the Netherlands, but the questionnaire and call for participation were in English and open to anyone regardless of country of residence. Both clinically diagnosed and self-identifying individuals with autism reported significantly lower scores on the Speech, Spatial, and Qualities of Hearing Questionnaire score and on the Speech subscale compared with non-autistic individuals, indicating challenges in overall quality of auditory perception, speech comprehension. Clinically diagnosed individuals also showed lower scores on the quality and spatial subscales compared with non-autistic individuals. Post hoc analysis further suggested that speech hearing is particularly challenging for many autistic individuals. In addition, our finding that self-identifying and clinically diagnosed autistic individuals show similar patterns of hearing difficulties emphasizes the need for more inclusive research practices that collect the experiences of all the individuals in the autistic community in the study of sensory perception in autism.Lay abstract Autistic individuals often have very different sensory experiences compared with non-autistic individuals. One anecdotally mentioned, but not well-researched phenomenon is difficulty processing what we are hearing. Rather than challenges related to language understanding, such as nonliteral or indirect language, autistic people may also have more difficulty making sense of the sounds of their environment. This may be hearing where particular sounds are coming from, or understanding what is being said, particularly in noisy situations. To bring more attention and clarity to this challenge, we asked autistic and non-autistic adults to fill out a short survey that measures one’s hearing experiences in daily life. We found that autistic individuals report more difficulty across several types of hearing, and most prominently regarding speech hearing, when compared with non-autistic individuals. This finding highlights that reports of auditory processing difficulties when there is no hearing loss are not niche experiences, but rather reflect a common experience in autistic adults. In addition, we found that clinically diagnosed and self-identifying individuals reported very similar experiences. This highlights the validity of self-identification/self-diagnosis for research aimed at understanding autistic experiences. This study, therefore, emphasizes the need for more research and awareness regarding auditory perception and hearing in autistic adults. The study also emphasizes the value of more inclusive research practices that collect the experiences of all individuals within the autism community. En ligne : https://dx.doi.org/10.1177/13623613251391492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Intersectional effects of race and gender on first impressions of Black and White autistic adults / Desiree R. JONES in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.452-465 Titre : Intersectional effects of race and gender on first impressions of Black and White autistic adults Type de document : texte imprimé Auteurs : Desiree R. JONES, Auteur ; Noah J. SASSON, Auteur Article en page(s) : p.452-465 Langues : Anglais (eng) Mots-clés : ableism  attitudes  bias  peer evaluations  race  racism  stigma  thin slice Index. décimale : PER Périodiques Résumé : Non-autistic adults often harbor negative attitudes about autism and show a reluctance to interact with autistic people. For autistic people with multiple marginalized identities, the compounding effects of stigma based on race and disability may worsen peer attitudes. This study investigated first impressions of Black and White autistic adults made by non-autistic observers. Autistic adults (N = 29) stratified by race (15 Black, 14 White) completed a videotaped semi-structured conversation, and non-autistic raters provided their first impressions of each participant. Black autistic people were rated as more likable and trustworthy, and raters endorsed a greater interest in interacting with them, compared to White autistic people. Evidence of intersectional effects of race, gender, and autism was also observed. White autistic men, but not Black autistic men, were evaluated less favorably than non-male autistic participants, with Black autistic men being evaluated more favorably on some items. These results suggest that the intersection of race and autism may, in some cases, counter stereotypes about Blackness and autism, and that holding multiple marginalized identities can modify the characteristics of peer stigma toward autistic adults.Lay abstract Many non-autistic adults have negative feelings about autism and may not want to interact with autistic people. For people who face more than one kind of discrimination, like being part of a racial minority and being disabled, a combination of racism and ableism might make others’ opinions even more negative. This study looked at how people’s race, gender, and how others judge them are connected when people view videos of Black and White autistic adults. In the first part of the study, 29 autistic adults (15 Black, 14 White) had a conversation with the main researcher, which was recorded on video. In the second part, people who were not autistic watched these videos and shared their thoughts about each person. The results showed that Black autistic people were seen as more likable and trustworthy, and the people watching the videos were more interested in getting to know them compared to White autistic people. The study also found that race, gender, and autism together influenced how people were judged. Black autistic men were often judged similarly to, or better than, non-male participants, while White autistic men were judged less positively than non-male participants. This means that having more than one identity that is discriminated against can change the ways that people view autistic adults, such as allowing Black autistic men to avoid common stereotypes. En ligne : https://dx.doi.org/10.1177/13623613251389291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Intersectional effects of race and gender on first impressions of Black and White autistic adults [texte imprimé] / Desiree R. JONES, Auteur ; Noah J. SASSON, Auteur . - p.452-465. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.452-465 Mots-clés : ableism  attitudes  bias  peer evaluations  race  racism  stigma  thin slice Index. décimale : PER Périodiques Résumé : Non-autistic adults often harbor negative attitudes about autism and show a reluctance to interact with autistic people. For autistic people with multiple marginalized identities, the compounding effects of stigma based on race and disability may worsen peer attitudes. This study investigated first impressions of Black and White autistic adults made by non-autistic observers. Autistic adults (N = 29) stratified by race (15 Black, 14 White) completed a videotaped semi-structured conversation, and non-autistic raters provided their first impressions of each participant. Black autistic people were rated as more likable and trustworthy, and raters endorsed a greater interest in interacting with them, compared to White autistic people. Evidence of intersectional effects of race, gender, and autism was also observed. White autistic men, but not Black autistic men, were evaluated less favorably than non-male autistic participants, with Black autistic men being evaluated more favorably on some items. These results suggest that the intersection of race and autism may, in some cases, counter stereotypes about Blackness and autism, and that holding multiple marginalized identities can modify the characteristics of peer stigma toward autistic adults.Lay abstract Many non-autistic adults have negative feelings about autism and may not want to interact with autistic people. For people who face more than one kind of discrimination, like being part of a racial minority and being disabled, a combination of racism and ableism might make others’ opinions even more negative. This study looked at how people’s race, gender, and how others judge them are connected when people view videos of Black and White autistic adults. In the first part of the study, 29 autistic adults (15 Black, 14 White) had a conversation with the main researcher, which was recorded on video. In the second part, people who were not autistic watched these videos and shared their thoughts about each person. The results showed that Black autistic people were seen as more likable and trustworthy, and the people watching the videos were more interested in getting to know them compared to White autistic people. The study also found that race, gender, and autism together influenced how people were judged. Black autistic men were often judged similarly to, or better than, non-male participants, while White autistic men were judged less positively than non-male participants. This means that having more than one identity that is discriminated against can change the ways that people view autistic adults, such as allowing Black autistic men to avoid common stereotypes. En ligne : https://dx.doi.org/10.1177/13623613251389291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Understanding autistic identity contingencies: The chain mediation effect of autism acceptance and loneliness in ableist microaggressions and social camouflage / Siqing GUAN in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.466-483 Titre : Understanding autistic identity contingencies: The chain mediation effect of autism acceptance and loneliness in ableist microaggressions and social camouflage Type de document : texte imprimé Auteurs : Siqing GUAN, Auteur ; Fumito TAKAHASHI, Auteur ; Makoto WADA, Auteur ; Hikari N. TAKASHINA, Auteur ; Midori UEDA, Auteur ; Masamitsu KAWASHIMA, Auteur ; Yasuo KAWAGUCHI, Auteur ; Takeo KATO, Auteur ; Shinichiro OGAWA, Auteur ; Kenji TSUCHIYA, Auteur ; Fumiyo OSHIMA, Auteur Article en page(s) : p.466-483 Langues : Anglais (eng) Mots-clés : Ableism  Social camouflage  Social identity  Autistic identity contingencies  Minority stress  Microaggression  Autism acceptance  Loneliness  Interpersonal environmental factors  Adults Index. décimale : PER Périodiques Résumé : Ableist microaggressions—subtle forms of disability-based discrimination—constitute a key minority stressor. Amplified by autistic identity contingencies that shape how autistic identity is judged and treated in social contexts, these factors drive social camouflage in autistic adults, compelling them to conceal autistic characteristics for adapting to non-autistic groups, often resulting in negative mental health outcomes. This study proposes a novel autistic identity contingencies model to explore how autism acceptance and loneliness mediate the relationship between ableist microaggressions and social camouflage. An online survey of 330 autistic adults was conducted, followed by hierarchical multiple regression and chain mediation analyses. Results revealed that, ableist microaggressions positively predicted three social camouflage phenotypes: compensation, masking, and assimilation, with loneliness also positively predicting assimilation. Furthermore, after controlling for personal attributes, general stress and mental health conditions, lower external autism acceptance and higher loneliness mediated the positive relationship between ableist microaggressions and assimilation, whereas internal autism acceptance showed no significant effect. Assimilation is uniquely shaped by social autistic identity threats and loneliness, distinguishing it from compensation and masking. These findings highlight social camouflage as responses to minority stressors driven by social autistic identity contingencies, rooted in stigmatised behaviours rather than in stigmatised personal autistic identity.Lay Abstract Society’s perceptions of autism, reflected in subtle discrimination against autistic people, cause autistic adults to hide their true selves. They may hide their autistic traits to fit in with others, especially in groups that do not understand autism. Although this can help autistic people be accepted, it often leads to exhaustion and problems with mental health. However, the invisible ways in which autistic adults are judged and treated in daily social activities and how this impacts their strategies for camouflaging their autistic traits is poorly understood. This study examined the effects of feeling accepted as an autistic person, either by oneself or by others, and experiencing loneliness on how autistic adults camouflage being autistic when facing subtle discrimination related to their disability status. We surveyed 330 autistic adults using online questionnaires. After accounting for personal differences, subtle discrimination was positively associated with three camouflaging strategies: compensating for social challenges, covering up differences, and blending in with others. Feeling lonely was also positively associated with blending in with others. Additionally, after accounting for personal differences, stress levels, and mental health, feeling accepted by others as an autistic person and feeling lonely affected how subtle discrimination led to blending in with others. However, self-acceptance of being autistic was not associated with this relationship.This suggests that treatment by others shapes autistic adults’ need to hide their identity more than their self-acceptance of being autistic. Therefore, addressing how autistic adults are judged and treated in daily social activities is more critical than focusing on personal change. En ligne : https://dx.doi.org/10.1177/13623613251389876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Understanding autistic identity contingencies: The chain mediation effect of autism acceptance and loneliness in ableist microaggressions and social camouflage [texte imprimé] / Siqing GUAN, Auteur ; Fumito TAKAHASHI, Auteur ; Makoto WADA, Auteur ; Hikari N. TAKASHINA, Auteur ; Midori UEDA, Auteur ; Masamitsu KAWASHIMA, Auteur ; Yasuo KAWAGUCHI, Auteur ; Takeo KATO, Auteur ; Shinichiro OGAWA, Auteur ; Kenji TSUCHIYA, Auteur ; Fumiyo OSHIMA, Auteur . - p.466-483. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.466-483 Mots-clés : Ableism  Social camouflage  Social identity  Autistic identity contingencies  Minority stress  Microaggression  Autism acceptance  Loneliness  Interpersonal environmental factors  Adults Index. décimale : PER Périodiques Résumé : Ableist microaggressions—subtle forms of disability-based discrimination—constitute a key minority stressor. Amplified by autistic identity contingencies that shape how autistic identity is judged and treated in social contexts, these factors drive social camouflage in autistic adults, compelling them to conceal autistic characteristics for adapting to non-autistic groups, often resulting in negative mental health outcomes. This study proposes a novel autistic identity contingencies model to explore how autism acceptance and loneliness mediate the relationship between ableist microaggressions and social camouflage. An online survey of 330 autistic adults was conducted, followed by hierarchical multiple regression and chain mediation analyses. Results revealed that, ableist microaggressions positively predicted three social camouflage phenotypes: compensation, masking, and assimilation, with loneliness also positively predicting assimilation. Furthermore, after controlling for personal attributes, general stress and mental health conditions, lower external autism acceptance and higher loneliness mediated the positive relationship between ableist microaggressions and assimilation, whereas internal autism acceptance showed no significant effect. Assimilation is uniquely shaped by social autistic identity threats and loneliness, distinguishing it from compensation and masking. These findings highlight social camouflage as responses to minority stressors driven by social autistic identity contingencies, rooted in stigmatised behaviours rather than in stigmatised personal autistic identity.Lay Abstract Society’s perceptions of autism, reflected in subtle discrimination against autistic people, cause autistic adults to hide their true selves. They may hide their autistic traits to fit in with others, especially in groups that do not understand autism. Although this can help autistic people be accepted, it often leads to exhaustion and problems with mental health. However, the invisible ways in which autistic adults are judged and treated in daily social activities and how this impacts their strategies for camouflaging their autistic traits is poorly understood. This study examined the effects of feeling accepted as an autistic person, either by oneself or by others, and experiencing loneliness on how autistic adults camouflage being autistic when facing subtle discrimination related to their disability status. We surveyed 330 autistic adults using online questionnaires. After accounting for personal differences, subtle discrimination was positively associated with three camouflaging strategies: compensating for social challenges, covering up differences, and blending in with others. Feeling lonely was also positively associated with blending in with others. Additionally, after accounting for personal differences, stress levels, and mental health, feeling accepted by others as an autistic person and feeling lonely affected how subtle discrimination led to blending in with others. However, self-acceptance of being autistic was not associated with this relationship.This suggests that treatment by others shapes autistic adults’ need to hide their identity more than their self-acceptance of being autistic. Therefore, addressing how autistic adults are judged and treated in daily social activities is more critical than focusing on personal change. En ligne : https://dx.doi.org/10.1177/13623613251389876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Mental health outcomes associated with applied behavior analysis in a US national sample of privately insured autistic youth / Nahime G. AGUIRRE MTANOUS in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.484-494 Titre : Mental health outcomes associated with applied behavior analysis in a US national sample of privately insured autistic youth Type de document : texte imprimé Auteurs : Nahime G. AGUIRRE MTANOUS, Auteur ; Jamie KOENIG, Auteur ; Melica NIKAHD, Auteur ; Sarah E. EFFERTZ, Auteur ; Sal SILINONTE, Auteur ; J. Madison HYER, Auteur ; Brittany N. HAND, Auteur ; Lauren BISHOP, Auteur Article en page(s) : p.484-494 Langues : Anglais (eng) Mots-clés : adolescents  applied behavior analysis  autism  health services  medical claims data  mental health  outcome measurement  school-age children Index. décimale : PER Périodiques Résumé : Applied behavior analysis is a widely used intervention for autistic youth, though its mental health impacts remain under-researched. This study aims to investigate the association between applied behavior analysis therapy and post-traumatic stress disorder, suicidality, mental health hospitalization rates, and length of mental health hospitalizations using a national database of privately insured youth under 18. We matched 17,120 autistic youth who received applied behavior analysis with a control group of autistic youth with no record of applied behavior analysis and clustered them into four applied behavior analysis dose groups using two-stage bisecting k-medians clustering. Then, we used negative binomial regression and logistic regression to compare outcomes for the applied behavior analysis and non-applied behavior analysis groups. Overall, applied behavior analysis receipt was associated with 30% higher odds of experiencing a mental health hospitalization (odds ratio = 1.30, p < 0.001) and a 32% higher incidence rate of these hospitalizations (incidence rate ratio = 1.32, p < 0.001). Our analysis found no relationship between applied behavior analysis dosing and the other tracked mental health outcomes. These results indicate the need for more quantitative analysis with more comprehensive records of applied behavior analysis receipt to fully investigate claims of ABA resulting in adverse adult mental health outcomes.Lay abstract Autistic youth often receive applied behavior analysis (ABA) therapy, but some autistic adults who had ABA as youth say it harmed their mental health as adults. We looked at the relationship between ABA and post-traumatic stress disorder (PTSD), suicidality, mental health hospitalization rates, and length of mental health hospitalizations among autistic youth. We used private health insurance claims data to look at how ABA receipt was related to those mental health outcomes. We divided autistic youth into groups based on how much ABA they received, so we could see if different amounts of ABA had different associations with mental health. There were 17,120 autistic youth in the group that did not receive ABA, and 17,120 autistic youth in the group that did receive ABA. In this sample, ABA therapy was associated with a greater use of acute mental health services; autistic youth in the ABA group had an overall risk that was 30% higher for mental health hospitalizations; and a 32% greater frequency of mental health hospitalizations. These results suggest that there may be a relationship between mental health hospitalizations and getting ABA. However, more work is needed to fully understand the impact of ABA therapy on mental health outcomes. En ligne : https://dx.doi.org/10.1177/13623613251390604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Mental health outcomes associated with applied behavior analysis in a US national sample of privately insured autistic youth [texte imprimé] / Nahime G. AGUIRRE MTANOUS, Auteur ; Jamie KOENIG, Auteur ; Melica NIKAHD, Auteur ; Sarah E. EFFERTZ, Auteur ; Sal SILINONTE, Auteur ; J. Madison HYER, Auteur ; Brittany N. HAND, Auteur ; Lauren BISHOP, Auteur . - p.484-494. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.484-494 Mots-clés : adolescents  applied behavior analysis  autism  health services  medical claims data  mental health  outcome measurement  school-age children Index. décimale : PER Périodiques Résumé : Applied behavior analysis is a widely used intervention for autistic youth, though its mental health impacts remain under-researched. This study aims to investigate the association between applied behavior analysis therapy and post-traumatic stress disorder, suicidality, mental health hospitalization rates, and length of mental health hospitalizations using a national database of privately insured youth under 18. We matched 17,120 autistic youth who received applied behavior analysis with a control group of autistic youth with no record of applied behavior analysis and clustered them into four applied behavior analysis dose groups using two-stage bisecting k-medians clustering. Then, we used negative binomial regression and logistic regression to compare outcomes for the applied behavior analysis and non-applied behavior analysis groups. Overall, applied behavior analysis receipt was associated with 30% higher odds of experiencing a mental health hospitalization (odds ratio = 1.30, p < 0.001) and a 32% higher incidence rate of these hospitalizations (incidence rate ratio = 1.32, p < 0.001). Our analysis found no relationship between applied behavior analysis dosing and the other tracked mental health outcomes. These results indicate the need for more quantitative analysis with more comprehensive records of applied behavior analysis receipt to fully investigate claims of ABA resulting in adverse adult mental health outcomes.Lay abstract Autistic youth often receive applied behavior analysis (ABA) therapy, but some autistic adults who had ABA as youth say it harmed their mental health as adults. We looked at the relationship between ABA and post-traumatic stress disorder (PTSD), suicidality, mental health hospitalization rates, and length of mental health hospitalizations among autistic youth. We used private health insurance claims data to look at how ABA receipt was related to those mental health outcomes. We divided autistic youth into groups based on how much ABA they received, so we could see if different amounts of ABA had different associations with mental health. There were 17,120 autistic youth in the group that did not receive ABA, and 17,120 autistic youth in the group that did receive ABA. In this sample, ABA therapy was associated with a greater use of acute mental health services; autistic youth in the ABA group had an overall risk that was 30% higher for mental health hospitalizations; and a 32% greater frequency of mental health hospitalizations. These results suggest that there may be a relationship between mental health hospitalizations and getting ABA. However, more work is needed to fully understand the impact of ABA therapy on mental health outcomes. En ligne : https://dx.doi.org/10.1177/13623613251390604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Understanding and measuring caregiver-reported quality of life among minimally verbal autistic children with intellectual disability / Elizabeth A. KAPLAN-KAHN in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.495-509 Titre : Understanding and measuring caregiver-reported quality of life among minimally verbal autistic children with intellectual disability Type de document : texte imprimé Auteurs : Elizabeth A. KAPLAN-KAHN, Auteur ; Rachel M. BENECKE, Auteur ; Laura GRAHAM HOLMES, Auteur ; Judith S. MILLER, Auteur Article en page(s) : p.495-509 Langues : Anglais (eng) Mots-clés : intellectual disability  language impairment  measurement invariance  quality of life Index. décimale : PER Périodiques Résumé : To address the dearth of literature on outcomes for autistic individuals with significant intellectual disability, researchers require validated measures to use in research. This study examined the psychometric properties of PROMIS quality-of-life caregiver-proxy scales included in the PROMIS Autism Battery–Lifespan among autistic children who are minimally verbal and with intellectual disability (MVID). We examined basic psychometric properties of the PROMIS caregiver-proxy scales and tested the scales for measurement invariance between groups of autistic children who are minimally verbal with intellectual disability and those without signficant intellectuatl disability (N = 448). We also descriptively examined feedback from caregivers regarding the appropriateness of the questions to capture meaningful outcomes for their autistic children who are minimally verbal with intellectual disability. Results indicated that some PROMIS caregiver-proxy scales (Anger, Positive Affect, and Life Satisfaction) exhibited strong psychometric evidence and content validity, but many other scales either did not demonstrate measurement invariance between groups or included a high proportion of items endorsed by caregivers as not applicable for their minimally verbal autistic child. Our findings emphasize the need for continued work developing appropriate measures for capturing meaningful outcomes among minimally verbal autistic people with significant intellectual disability.Plain Language SummaryResearchers need reliable tools to study outcomes for autistic individuals with significant intellectual disability. This study looked at the PROMIS caregiver-proxy scales from the PROMIS Autism Battery–Lifespan for minimally verbal autistic children with intellectual disability. These scales were made to capture aspects of quality of life important for people on the autism spectrum. We compared responses from parents of autistic children with and without significant cognitive and language issues and checked if the questions were suitable for children with high support needs. Results showed that some scales (Anger, Positive Affect, and Life Satisfaction) worked well, but others did not work as well for this group. Our study highlights the need to develop better tools to measure meaningful outcomes for autistic people with the highest support needs. En ligne : https://dx.doi.org/10.1177/13623613251394995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Understanding and measuring caregiver-reported quality of life among minimally verbal autistic children with intellectual disability [texte imprimé] / Elizabeth A. KAPLAN-KAHN, Auteur ; Rachel M. BENECKE, Auteur ; Laura GRAHAM HOLMES, Auteur ; Judith S. MILLER, Auteur . - p.495-509. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.495-509 Mots-clés : intellectual disability  language impairment  measurement invariance  quality of life Index. décimale : PER Périodiques Résumé : To address the dearth of literature on outcomes for autistic individuals with significant intellectual disability, researchers require validated measures to use in research. This study examined the psychometric properties of PROMIS quality-of-life caregiver-proxy scales included in the PROMIS Autism Battery–Lifespan among autistic children who are minimally verbal and with intellectual disability (MVID). We examined basic psychometric properties of the PROMIS caregiver-proxy scales and tested the scales for measurement invariance between groups of autistic children who are minimally verbal with intellectual disability and those without signficant intellectuatl disability (N = 448). We also descriptively examined feedback from caregivers regarding the appropriateness of the questions to capture meaningful outcomes for their autistic children who are minimally verbal with intellectual disability. Results indicated that some PROMIS caregiver-proxy scales (Anger, Positive Affect, and Life Satisfaction) exhibited strong psychometric evidence and content validity, but many other scales either did not demonstrate measurement invariance between groups or included a high proportion of items endorsed by caregivers as not applicable for their minimally verbal autistic child. Our findings emphasize the need for continued work developing appropriate measures for capturing meaningful outcomes among minimally verbal autistic people with significant intellectual disability.Plain Language SummaryResearchers need reliable tools to study outcomes for autistic individuals with significant intellectual disability. This study looked at the PROMIS caregiver-proxy scales from the PROMIS Autism Battery–Lifespan for minimally verbal autistic children with intellectual disability. These scales were made to capture aspects of quality of life important for people on the autism spectrum. We compared responses from parents of autistic children with and without significant cognitive and language issues and checked if the questions were suitable for children with high support needs. Results showed that some scales (Anger, Positive Affect, and Life Satisfaction) worked well, but others did not work as well for this group. Our study highlights the need to develop better tools to measure meaningful outcomes for autistic people with the highest support needs. En ligne : https://dx.doi.org/10.1177/13623613251394995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

The impact of individual factors on linguistic alignment of autistic boys and their mothers / Nell MALTMAN in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.510-524 Titre : The impact of individual factors on linguistic alignment of autistic boys and their mothers Type de document : texte imprimé Auteurs : Nell MALTMAN, Auteur ; Camille J. WYNN, Auteur ; Elizabeth A. WYNN, Auteur ; Audra STERLING, Auteur Article en page(s) : p.510-524 Langues : Anglais (eng) Mots-clés : communication and language  family studies  fragile X  autism  linguistic alignment Index. décimale : PER Périodiques Résumé : Linguistic alignment reflects shared linguistic behaviors (e.g. syntax and lexicon) between interlocutors. Recent work has examined whether autistic children align to the same degree as their non-autistic peers, with current findings inconclusive. This study took an in-depth approach to investigating factors contributing to variation in linguistic alignment among autistic individuals. Eighteen school-age and adolescent autistic male participants, 14 males with fragile X syndrome + autism, and their mothers participated in the study. Dyads engaged in an unstructured conversation for ~12 min. Using Bayesian linear mixed-effect models, we assessed the relationships between alignment and within-individual factors of the participants. Lexical and syntactic alignment were uniquely influenced by within-participant factors. Maternal lexical and syntactic alignment were differentially associated with participant cognitive and expressive language abilities, and according to etiology (fragile X syndrome + autism vs idiopathic autism). This study highlights the complexity of alignment in autistic individuals and their mothers. Results suggest that alignment is a dynamic process that is motivated in part by within-individual traits of their children. Consequently, characterizing alignment in autism requires a highly nuanced and thoughtful approach that accounts for the heterogeneity of the population.Lay abstractShared Language Use in Conversations Between Mothers and Their Autistic SonsDuring conversations, we tend to use the same kinds of words as our partners, which is an important skill that helps language development. Researchers have explored this phenomenon among autistic individuals and have not found consistent differences from non-autistic individuals. The current study examined how mothers and their autistic sons communicate with each other during conversations to see the extent to which they used similar words and grammar.We included 32 school-age and adolescent male participants (18 autism, 14 fragile X + autism) and their mothers. Participants and their mothers talked together how they normally would for 12 min. We transcribed everything they said and evaluated how much they used the same words and grammar as each other. We also looked at how other characteristics, like IQ and language skills, influenced how much they were similar in their language.We found that mothers and their sons used the same kinds of words at a rate greater than chance. Mothers used similar language as their sons more often when their son had greater language skills. Mothers who had children with fragile X + autism were more likely to use similar words as their son.This study showed that using the same words and grammar is a very dynamic process that depends in part on language and cognition between two speakers. It is important that future research in this area takes a detailed and thoughtful approach to analysis. En ligne : https://dx.doi.org/10.1177/13623613251395538 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] The impact of individual factors on linguistic alignment of autistic boys and their mothers [texte imprimé] / Nell MALTMAN, Auteur ; Camille J. WYNN, Auteur ; Elizabeth A. WYNN, Auteur ; Audra STERLING, Auteur . - p.510-524. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.510-524 Mots-clés : communication and language  family studies  fragile X  autism  linguistic alignment Index. décimale : PER Périodiques Résumé : Linguistic alignment reflects shared linguistic behaviors (e.g. syntax and lexicon) between interlocutors. Recent work has examined whether autistic children align to the same degree as their non-autistic peers, with current findings inconclusive. This study took an in-depth approach to investigating factors contributing to variation in linguistic alignment among autistic individuals. Eighteen school-age and adolescent autistic male participants, 14 males with fragile X syndrome + autism, and their mothers participated in the study. Dyads engaged in an unstructured conversation for ~12 min. Using Bayesian linear mixed-effect models, we assessed the relationships between alignment and within-individual factors of the participants. Lexical and syntactic alignment were uniquely influenced by within-participant factors. Maternal lexical and syntactic alignment were differentially associated with participant cognitive and expressive language abilities, and according to etiology (fragile X syndrome + autism vs idiopathic autism). This study highlights the complexity of alignment in autistic individuals and their mothers. Results suggest that alignment is a dynamic process that is motivated in part by within-individual traits of their children. Consequently, characterizing alignment in autism requires a highly nuanced and thoughtful approach that accounts for the heterogeneity of the population.Lay abstractShared Language Use in Conversations Between Mothers and Their Autistic SonsDuring conversations, we tend to use the same kinds of words as our partners, which is an important skill that helps language development. Researchers have explored this phenomenon among autistic individuals and have not found consistent differences from non-autistic individuals. The current study examined how mothers and their autistic sons communicate with each other during conversations to see the extent to which they used similar words and grammar.We included 32 school-age and adolescent male participants (18 autism, 14 fragile X + autism) and their mothers. Participants and their mothers talked together how they normally would for 12 min. We transcribed everything they said and evaluated how much they used the same words and grammar as each other. We also looked at how other characteristics, like IQ and language skills, influenced how much they were similar in their language.We found that mothers and their sons used the same kinds of words at a rate greater than chance. Mothers used similar language as their sons more often when their son had greater language skills. Mothers who had children with fragile X + autism were more likely to use similar words as their son.This study showed that using the same words and grammar is a very dynamic process that depends in part on language and cognition between two speakers. It is important that future research in this area takes a detailed and thoughtful approach to analysis. En ligne : https://dx.doi.org/10.1177/13623613251395538 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Associations between child characteristics and parent response to emotion differ in young children with and without an autism diagnosis / Jessie B. NORTHRUP in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.525-537 Titre : Associations between child characteristics and parent response to emotion differ in young children with and without an autism diagnosis Type de document : texte imprimé Auteurs : Jessie B. NORTHRUP, Auteur ; Soo Youn KIM, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.525-537 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  emotional development  emotion socialization  parent response to emotion  pre-school children Index. décimale : PER Périodiques Résumé : This study examined how parents of children with and without an autism diagnosis respond to their children’s negative emotions. Specifically, we (1) compared levels of supportive, non-supportive, and distress reactions; (2) tested whether child characteristics (autism traits and emotion dysregulation) predicted parent responses; and (3) explored whether autism diagnosis moderated these associations. Participants were 1780 parents of 2- to 5-year-old children from the United States (812 with an autism diagnosis). Parents completed the Coping with Children’s Negative Emotions Scale and reported on children’s autism traits and emotion dysregulation. Results indicated that parents of autistic children reported slightly more supportive and less non-supportive and distress responses than parents of children without a diagnosis. Associations between child characteristics and parent responses differed by diagnostic group: parents of children without a diagnosis who had more autism traits reported more non-supportive and distress responses, while these associations were weaker or non-existent for parents of children with a diagnosis. Emotion dysregulation was also associated with parent responding, with subtle differences between groups. Findings suggest an autism diagnosis may shape how parents interpret and respond to children’s emotions.Lay Abstract This study looked at how parents of 2- to 5-year-old children with and without an autism diagnosis respond when their children are upset. A total of 1780 parents completed a questionnaire about how likely they were to respond to their child’s negative emotions in ways that were supportive (e.g. comforting the child) and non-supportive (e.g. saying the child is over-reacting, punishing the child). The goal was to see if parents of children with autism respond differently compared to parents of children without autism, and to understand if certain traits of the child, like social-communication and emotional challenges, affect how parents respond. Parents of autistic children generally reported more supportive responding and less non-supportive responding compared to parents of children with a diagnosis, though these differences were very small. For parents of children without an autism diagnosis, having a child with more social or emotional challenges was linked to more non-supportive responses. In contrast, for parents of children with an autism diagnosis, their responses were less strongly associated with these child characteristics. Importantly, some of the young children in this study who did not have an autism diagnosis had significant social-communication challenges consistent with autism and may in fact be autistic children who haven’t been diagnosed yet. These results suggest that how parents of children with an autism diagnosis respond to their child’s emotions may not be as impacted by their child’s challenges as parents of children without a diagnosis, perhaps because the autism diagnosis provides parents with understanding and support around these challenges. This highlights the importance of early identification of autism and providing support to all parents, particularly those with children who have social-communication and emotional difficulties. En ligne : https://dx.doi.org/10.1177/13623613251395122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Associations between child characteristics and parent response to emotion differ in young children with and without an autism diagnosis [texte imprimé] / Jessie B. NORTHRUP, Auteur ; Soo Youn KIM, Auteur ; Carla A. MAZEFSKY, Auteur . - p.525-537. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.525-537 Mots-clés : autism spectrum disorders  emotional development  emotion socialization  parent response to emotion  pre-school children Index. décimale : PER Périodiques Résumé : This study examined how parents of children with and without an autism diagnosis respond to their children’s negative emotions. Specifically, we (1) compared levels of supportive, non-supportive, and distress reactions; (2) tested whether child characteristics (autism traits and emotion dysregulation) predicted parent responses; and (3) explored whether autism diagnosis moderated these associations. Participants were 1780 parents of 2- to 5-year-old children from the United States (812 with an autism diagnosis). Parents completed the Coping with Children’s Negative Emotions Scale and reported on children’s autism traits and emotion dysregulation. Results indicated that parents of autistic children reported slightly more supportive and less non-supportive and distress responses than parents of children without a diagnosis. Associations between child characteristics and parent responses differed by diagnostic group: parents of children without a diagnosis who had more autism traits reported more non-supportive and distress responses, while these associations were weaker or non-existent for parents of children with a diagnosis. Emotion dysregulation was also associated with parent responding, with subtle differences between groups. Findings suggest an autism diagnosis may shape how parents interpret and respond to children’s emotions.Lay Abstract This study looked at how parents of 2- to 5-year-old children with and without an autism diagnosis respond when their children are upset. A total of 1780 parents completed a questionnaire about how likely they were to respond to their child’s negative emotions in ways that were supportive (e.g. comforting the child) and non-supportive (e.g. saying the child is over-reacting, punishing the child). The goal was to see if parents of children with autism respond differently compared to parents of children without autism, and to understand if certain traits of the child, like social-communication and emotional challenges, affect how parents respond. Parents of autistic children generally reported more supportive responding and less non-supportive responding compared to parents of children with a diagnosis, though these differences were very small. For parents of children without an autism diagnosis, having a child with more social or emotional challenges was linked to more non-supportive responses. In contrast, for parents of children with an autism diagnosis, their responses were less strongly associated with these child characteristics. Importantly, some of the young children in this study who did not have an autism diagnosis had significant social-communication challenges consistent with autism and may in fact be autistic children who haven’t been diagnosed yet. These results suggest that how parents of children with an autism diagnosis respond to their child’s emotions may not be as impacted by their child’s challenges as parents of children without a diagnosis, perhaps because the autism diagnosis provides parents with understanding and support around these challenges. This highlights the importance of early identification of autism and providing support to all parents, particularly those with children who have social-communication and emotional difficulties. En ligne : https://dx.doi.org/10.1177/13623613251395122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Increased prosocial value orientation in autistic adults / Paul A.G. FORBES in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.538-543 Titre : Increased prosocial value orientation in autistic adults Type de document : texte imprimé Auteurs : Paul A.G. FORBES, Auteur ; Gillian HUGHES, Auteur ; Leonhard SCHILBACH, Auteur ; Sarah WHITE, Auteur ; Tobias KALENSCHER, Auteur Article en page(s) : p.538-543 Langues : Anglais (eng) Mots-clés : fairness  generosity  prosocial behaviour  social cognition  social decision-making Index. décimale : PER Périodiques Résumé : Social discounting describes the tendency to give fewer resources to those we feel less close to. Previous work suggests autistic individuals show a flatter decline in generosity towards socially distant others compared with non-autistic participants. We investigated whether this enhanced prosociality towards socially distant others in autism was driven by genuinely higher prosociality or instead a preference for repetitive responding. We measured prosocial preferences in 37 autistic and 38 non-autistic adults using the social value orientation questionnaire, where participants allocated money between themselves and people at six different social distances (e.g. friend vs stranger). We replicated previous findings by showing that autistic adults were more prosocial than non-autistic adults towards more socially distant others. Crucially, these effects were not driven by more repetitive responding in autism, nor by differences in attitudes to money. While autistic people often face challenges navigating their social worlds, our findings reinforce the view that autism is also associated with more prosociality. We argue that differences in fairness norms could drive more prosociality in autism, but this remains to be tested in future work.Lay abstract Sharing and giving to others are important for our social relationships. Previous studies show that when given opportunities to share money, autistic and non-autistic people give the same amount of money to people they feel close to, like their friends. However, compared with non-autistic people, autistic people give more money to people they feel less close to, like strangers. In this study, we replicated this finding. Compared with non-autistic participants, autistic participants were more generous to people they did not feel close to. We also found that this increased generosity in autism was not the result of autistic participants responding more repetitively in the task. Autistic and non-autistic participants also showed similar attitudes towards money. We propose that some autistic people could be more generous because they show differences in how they think about fairness. But future studies will need to look at this more closely. We hope that our results can help to change the way people think about social behaviour in autism. While autistic people often face challenges navigating their social worlds, autism can also be associated with more generosity. En ligne : https://dx.doi.org/10.1177/13623613251385029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Increased prosocial value orientation in autistic adults [texte imprimé] / Paul A.G. FORBES, Auteur ; Gillian HUGHES, Auteur ; Leonhard SCHILBACH, Auteur ; Sarah WHITE, Auteur ; Tobias KALENSCHER, Auteur . - p.538-543. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.538-543 Mots-clés : fairness  generosity  prosocial behaviour  social cognition  social decision-making Index. décimale : PER Périodiques Résumé : Social discounting describes the tendency to give fewer resources to those we feel less close to. Previous work suggests autistic individuals show a flatter decline in generosity towards socially distant others compared with non-autistic participants. We investigated whether this enhanced prosociality towards socially distant others in autism was driven by genuinely higher prosociality or instead a preference for repetitive responding. We measured prosocial preferences in 37 autistic and 38 non-autistic adults using the social value orientation questionnaire, where participants allocated money between themselves and people at six different social distances (e.g. friend vs stranger). We replicated previous findings by showing that autistic adults were more prosocial than non-autistic adults towards more socially distant others. Crucially, these effects were not driven by more repetitive responding in autism, nor by differences in attitudes to money. While autistic people often face challenges navigating their social worlds, our findings reinforce the view that autism is also associated with more prosociality. We argue that differences in fairness norms could drive more prosociality in autism, but this remains to be tested in future work.Lay abstract Sharing and giving to others are important for our social relationships. Previous studies show that when given opportunities to share money, autistic and non-autistic people give the same amount of money to people they feel close to, like their friends. However, compared with non-autistic people, autistic people give more money to people they feel less close to, like strangers. In this study, we replicated this finding. Compared with non-autistic participants, autistic participants were more generous to people they did not feel close to. We also found that this increased generosity in autism was not the result of autistic participants responding more repetitively in the task. Autistic and non-autistic participants also showed similar attitudes towards money. We propose that some autistic people could be more generous because they show differences in how they think about fairness. But future studies will need to look at this more closely. We hope that our results can help to change the way people think about social behaviour in autism. While autistic people often face challenges navigating their social worlds, autism can also be associated with more generosity. En ligne : https://dx.doi.org/10.1177/13623613251385029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Is neurodiversity a Global Northern White paradigm? / Vishnu K.K. NAIR in Autism, 30-2 (February 2026)  

Public ISBD [article]  inAutism > 30-2 (February 2026) . - p.544-551 Titre : Is neurodiversity a Global Northern White paradigm? Type de document : texte imprimé Auteurs : Vishnu K.K. NAIR, Auteur ; Warda FARAH, Auteur ; Mildred BOVEDA, Auteur Article en page(s) : p.544-551 Langues : Anglais (eng) Mots-clés : decolonial  Global North  Global South  intersectionality  neurodiversity  race  racialisation Index. décimale : PER Périodiques Résumé : In this article, we engage in a critical conversation with scholars of neurodiversity. We emphasize the transformative role neurodiversity has in creating a crucial space for scholarship to emerge within the academy centering autistic voices. Despite this advancement, research addressing neurodiversity has overlooked and failed to engage with important issues of geography (Global South) and intersectionality (racialized neurodivergent other in the Global North). The first issue of geography relates to the marginalization of Global Southern epistemologies in the neurodiversity scholarship. We ask, why has neurodiversity failed to acknowledge Indigenous and Southern epistemologies and consider the evolution of relatively new Northern scholarship as the epicenter of knowledge production? Second, we highlight how intersectional experiences of the racialized other within the Global North are underrepresented and excluded from the neurodiversity scholarship. Homogenization of neurodiversity as “White Neurodiversity Movement” destabilizes the social justice and emancipatory goals of the movement. In highlighting these issues, we call attention toward knowledge systems that exist within the Global South, marginalization of scholarship and voices within neurodiversity scholarship and accentuate the need for this academic community to commit to a serious scholarship rooted and the intersectional experiences of racialized neurodivergent individuals.Lay Abstract Scholarship addressing neurodiversity has made enormous progress in challenging and providing alternative narratives to the dominant frameworks of medical model. Although this is a necessary and important development, scholars need to think and act beyond the immediate local context of theory generation (Global North—mainly the United Kingdom and the United States) and examine its impact on the racialized neurodivergent individuals of the Global Majority. This article will provide a decolonial framework that has been missing in the neurodiversity scholarship. The arguments presented in the article aligns well with the goals of critical autism studies and will further inform the knowledge in this area. Through a decolonial lens, this article brings the crucial issue of knowledge production outside of Global Northern countries, specifically, knowledge systems from the Global South that have parallels with neurodiversity. The article frames neurodiversity as part of an interconnected knowledge continuum rather than considering Global North alone as the only loci of knowledge production. Furthermore, it highlights the lack of focus on the intersections between racialisation and neurodivergence and the implications of this for the racialized neurodivergent individuals of the global majority. The article provides new avenues for theoretical discourses to emerge within the academy. It will have important research implications in relation to how neurodiversity will be viewed and framed outside Global Northern countries. The article highlights the importance of engaging in intersectional and interdisciplinary research and establishing a critical link with the scholars of neurodiversity, critical autism studies, and disability critical race studies. En ligne : https://dx.doi.org/10.1177/13623613241280835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Is neurodiversity a Global Northern White paradigm? [texte imprimé] / Vishnu K.K. NAIR, Auteur ; Warda FARAH, Auteur ; Mildred BOVEDA, Auteur . - p.544-551. Langues : Anglais (eng) in Autism > 30-2 (February 2026) . - p.544-551 Mots-clés : decolonial  Global North  Global South  intersectionality  neurodiversity  race  racialisation Index. décimale : PER Périodiques Résumé : In this article, we engage in a critical conversation with scholars of neurodiversity. We emphasize the transformative role neurodiversity has in creating a crucial space for scholarship to emerge within the academy centering autistic voices. Despite this advancement, research addressing neurodiversity has overlooked and failed to engage with important issues of geography (Global South) and intersectionality (racialized neurodivergent other in the Global North). The first issue of geography relates to the marginalization of Global Southern epistemologies in the neurodiversity scholarship. We ask, why has neurodiversity failed to acknowledge Indigenous and Southern epistemologies and consider the evolution of relatively new Northern scholarship as the epicenter of knowledge production? Second, we highlight how intersectional experiences of the racialized other within the Global North are underrepresented and excluded from the neurodiversity scholarship. Homogenization of neurodiversity as “White Neurodiversity Movement” destabilizes the social justice and emancipatory goals of the movement. In highlighting these issues, we call attention toward knowledge systems that exist within the Global South, marginalization of scholarship and voices within neurodiversity scholarship and accentuate the need for this academic community to commit to a serious scholarship rooted and the intersectional experiences of racialized neurodivergent individuals.Lay Abstract Scholarship addressing neurodiversity has made enormous progress in challenging and providing alternative narratives to the dominant frameworks of medical model. Although this is a necessary and important development, scholars need to think and act beyond the immediate local context of theory generation (Global North—mainly the United Kingdom and the United States) and examine its impact on the racialized neurodivergent individuals of the Global Majority. This article will provide a decolonial framework that has been missing in the neurodiversity scholarship. The arguments presented in the article aligns well with the goals of critical autism studies and will further inform the knowledge in this area. Through a decolonial lens, this article brings the crucial issue of knowledge production outside of Global Northern countries, specifically, knowledge systems from the Global South that have parallels with neurodiversity. The article frames neurodiversity as part of an interconnected knowledge continuum rather than considering Global North alone as the only loci of knowledge production. Furthermore, it highlights the lack of focus on the intersections between racialisation and neurodivergence and the implications of this for the racialized neurodivergent individuals of the global majority. The article provides new avenues for theoretical discourses to emerge within the academy. It will have important research implications in relation to how neurodiversity will be viewed and framed outside Global Northern countries. The article highlights the importance of engaging in intersectional and interdisciplinary research and establishing a critical link with the scholars of neurodiversity, critical autism studies, and disability critical race studies. En ligne : https://dx.doi.org/10.1177/13623613241280835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579