Dépouillements

Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment / Suzanne MCCLAIN in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202745 Titre : Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment Type de document : texte imprimé Auteurs : Suzanne MCCLAIN, Auteur ; Katlynn DAHL-LEONARD, Auteur ; Bryan G. COOK, Auteur ; Bruna F. GONÇALVES, Auteur ; Stephanie TATEL, Auteur ; Michael J. KENNEDY, Auteur ; William J. THERRIEN, Auteur Article en page(s) : p.202745 Langues : Anglais (eng) Mots-clés : Autism  Reading  Literacy  Evidence-based practices Index. décimale : PER Périodiques Résumé : Reading is an important academic skill for all students. For many students identified with autism, acquiring reading skills is an on-going challenge that requires high-quality, evidence-based instruction. This systematic review updates and expands prior reviews by synthesizing reading intervention studies across five areas of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) for school-aged children and adolescents with autism. A comprehensive literature search yielded 85 studies that met inclusion criteria. Studies measured outcomes across each of the five areas of reading instruction, with positive results reported for about half of outcomes. These interventions draw on common elements, such as reinforcement and error correction, modeling, prompting, technology, and visual supports. A quality assessment revealed consistent reporting strengths and highlighted areas where more robust reporting could increase confidence in the findings. Implications and recommendations for classroom reading instruction for students with autism and future research are discussed. En ligne : https://doi.org/10.1016/j.reia.2025.202745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Reading interventions with school-aged learners with autism: A systematic literature review and quality assessment [texte imprimé] / Suzanne MCCLAIN, Auteur ; Katlynn DAHL-LEONARD, Auteur ; Bryan G. COOK, Auteur ; Bruna F. GONÇALVES, Auteur ; Stephanie TATEL, Auteur ; Michael J. KENNEDY, Auteur ; William J. THERRIEN, Auteur . - p.202745. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202745 Mots-clés : Autism  Reading  Literacy  Evidence-based practices Index. décimale : PER Périodiques Résumé : Reading is an important academic skill for all students. For many students identified with autism, acquiring reading skills is an on-going challenge that requires high-quality, evidence-based instruction. This systematic review updates and expands prior reviews by synthesizing reading intervention studies across five areas of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) for school-aged children and adolescents with autism. A comprehensive literature search yielded 85 studies that met inclusion criteria. Studies measured outcomes across each of the five areas of reading instruction, with positive results reported for about half of outcomes. These interventions draw on common elements, such as reinforcement and error correction, modeling, prompting, technology, and visual supports. A quality assessment revealed consistent reporting strengths and highlighted areas where more robust reporting could increase confidence in the findings. Implications and recommendations for classroom reading instruction for students with autism and future research are discussed. En ligne : https://doi.org/10.1016/j.reia.2025.202745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

“I just put myself on the back burner”: Perceived barriers and facilitators to yoga participation among mothers of autistic children / Gayatri SWARUP in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202749 Titre : “I just put myself on the back burner”: Perceived barriers and facilitators to yoga participation among mothers of autistic children Type de document : texte imprimé Auteurs : Gayatri SWARUP, Auteur ; Susan ANDREAE, Auteur ; Kristen A. PICKETT, Auteur ; Luis COLUMNA, Auteur Article en page(s) : p.202749 Langues : Anglais (eng) Mots-clés : Caregivers  Disability  Physical activity  Theory of planned behavior Index. décimale : PER Périodiques Résumé : Mothers of autistic children experience elevated levels of parenting stress, which can negatively impact their overall well-being. Yoga has the potential to support both physical and mental health; however, research on yoga programs specifically designed for this population remains limited. The purpose of this study was to explore how caregiving demands, views on self-prioritization, and environmental supports or constraints influence yoga participation among mothers of autistic children. Twelve mothers of autistic children (ages 3–22) participated in semi-structured interviews about their experiences with yoga. A qualitative descriptive approach with a constructivist lens guided the reflective thematic analysis. Two major themes were constructed: (1) Too much on my plate, so I put myself last and (2) Feeling welcome and confident in yoga. Participants identified caregiving responsibilities, lack of reliable childcare, and financial constraints as barriers that made it difficult to feel in control of their ability to attend yoga classes. While a supportive environment and increased confidence could facilitate participation, these factors alone did not ensure sustained engagement. The findings highlight considerations for improving yoga accessibility for mothers of autistic children, which may inform future program development. En ligne : https://doi.org/10.1016/j.reia.2025.202749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] “I just put myself on the back burner”: Perceived barriers and facilitators to yoga participation among mothers of autistic children [texte imprimé] / Gayatri SWARUP, Auteur ; Susan ANDREAE, Auteur ; Kristen A. PICKETT, Auteur ; Luis COLUMNA, Auteur . - p.202749. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202749 Mots-clés : Caregivers  Disability  Physical activity  Theory of planned behavior Index. décimale : PER Périodiques Résumé : Mothers of autistic children experience elevated levels of parenting stress, which can negatively impact their overall well-being. Yoga has the potential to support both physical and mental health; however, research on yoga programs specifically designed for this population remains limited. The purpose of this study was to explore how caregiving demands, views on self-prioritization, and environmental supports or constraints influence yoga participation among mothers of autistic children. Twelve mothers of autistic children (ages 3–22) participated in semi-structured interviews about their experiences with yoga. A qualitative descriptive approach with a constructivist lens guided the reflective thematic analysis. Two major themes were constructed: (1) Too much on my plate, so I put myself last and (2) Feeling welcome and confident in yoga. Participants identified caregiving responsibilities, lack of reliable childcare, and financial constraints as barriers that made it difficult to feel in control of their ability to attend yoga classes. While a supportive environment and increased confidence could facilitate participation, these factors alone did not ensure sustained engagement. The findings highlight considerations for improving yoga accessibility for mothers of autistic children, which may inform future program development. En ligne : https://doi.org/10.1016/j.reia.2025.202749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Supporting autistic children and adolescents’ social communication skills through digital technologies: A systematic literature review / Xinru JIANG in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202750 Titre : Supporting autistic children and adolescents’ social communication skills through digital technologies: A systematic literature review Type de document : texte imprimé Auteurs : Xinru JIANG, Auteur ; Shana R. COHEN, Auteur Article en page(s) : p.202750 Langues : Anglais (eng) Mots-clés : Autistic children  Autistic adolescents  Autism spectrum disorder  Social communication skills  Digital technology  Intervention Index. décimale : PER Périodiques Résumé : This literature review examines the role of digital technologies in supporting the development of social communication skills in autistic children and adolescents. Grounded in sociocultural and activity theory, this review analyzes thirty-one peer-reviewed articles to assess how technology supports autistic children and adolescents to develop these skills. The skills were categorized into five major groups based on the definitions provided in the reviewed articles. The findings suggest that various digital tools, such as virtual reality, have been used to deliver social interventions targeting skills like initiating a conversation. Some studies that combined two technologies, such as augmented reality and video modeling, reported positive results. While these technologies have shown promise in enhancing targeted skills, no single tool can address all social communication skills areas, indicating the need for tailored interventions that meet individual needs. This review informs researchers, caregivers, and educators about the potential of technology to deliver interventions that enhance autistic children and adolescents’ social communication skills. Future research should further investigate which technologies are most beneficial for specific skills and identify the characteristics of autistic children and adolescents that could make them more likely to benefit from technology-based interventions. En ligne : https://doi.org/10.1016/j.reia.2025.202750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Supporting autistic children and adolescents’ social communication skills through digital technologies: A systematic literature review [texte imprimé] / Xinru JIANG, Auteur ; Shana R. COHEN, Auteur . - p.202750. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202750 Mots-clés : Autistic children  Autistic adolescents  Autism spectrum disorder  Social communication skills  Digital technology  Intervention Index. décimale : PER Périodiques Résumé : This literature review examines the role of digital technologies in supporting the development of social communication skills in autistic children and adolescents. Grounded in sociocultural and activity theory, this review analyzes thirty-one peer-reviewed articles to assess how technology supports autistic children and adolescents to develop these skills. The skills were categorized into five major groups based on the definitions provided in the reviewed articles. The findings suggest that various digital tools, such as virtual reality, have been used to deliver social interventions targeting skills like initiating a conversation. Some studies that combined two technologies, such as augmented reality and video modeling, reported positive results. While these technologies have shown promise in enhancing targeted skills, no single tool can address all social communication skills areas, indicating the need for tailored interventions that meet individual needs. This review informs researchers, caregivers, and educators about the potential of technology to deliver interventions that enhance autistic children and adolescents’ social communication skills. Future research should further investigate which technologies are most beneficial for specific skills and identify the characteristics of autistic children and adolescents that could make them more likely to benefit from technology-based interventions. En ligne : https://doi.org/10.1016/j.reia.2025.202750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Examining health behaviour profiles among children with autism and ADHD using latent profile analysis / Matthew BOURKE in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202751 Titre : Examining health behaviour profiles among children with autism and ADHD using latent profile analysis Type de document : texte imprimé Auteurs : Matthew BOURKE, Auteur ; Martin O’FLAHERTY, Auteur ; Kathryn FORTNUM, Auteur ; George THOMAS, Auteur ; Jacqueline L. WALKER, Auteur Article en page(s) : p.202751 Langues : Anglais (eng) Mots-clés : Sleep  Physical activity  Screen time  Diet  Autism  ADHD Index. décimale : PER Périodiques Résumé : Introduction Children diagnosed with autism and ADHD are at heightened risk for poor physical and mental health outcomes, potentially linked to suboptimal engagement in health-promoting behaviours. While multiple health promoting behaviours often co-occur, limited research has explored how combinations of physical activity, screen time, diet, and sleep cluster among children with ADHD and/or autism. Methods This study employed latent profile analysis to identify distinct health behaviour profiles in a community sample of 982 Australian children aged 7–12 years with parent-reported diagnoses of autism, ADHD, or both. Parents completed validated questionnaires assessing children’s physical activity, sedentary screen time, diet quality, total sleep time, and sleep disturbances. Results Five latent profiles were identified, ranging from generally healthy to highly unhealthy behaviour patterns. Children with co-occurring autism and ADHD or a sole diagnosis of autism were significantly more likely to be represented in the least healthy profiles—marked by low physical activity, high screen time, poor diet quality, and greater sleep disturbances—compared to those with a sole diagnosis of ADHD. Discussion Findings highlight the need for targeted, multi-component interventions to support healthier lifestyles, especially among children with autism or co-occurring autism and ADHD. Tailored strategies may help mitigate long-term health risks in this vulnerable population by addressing the unique barriers they face in adopting and sustaining healthy behaviours. En ligne : https://doi.org/10.1016/j.reia.2025.202751 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Examining health behaviour profiles among children with autism and ADHD using latent profile analysis [texte imprimé] / Matthew BOURKE, Auteur ; Martin O’FLAHERTY, Auteur ; Kathryn FORTNUM, Auteur ; George THOMAS, Auteur ; Jacqueline L. WALKER, Auteur . - p.202751. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202751 Mots-clés : Sleep  Physical activity  Screen time  Diet  Autism  ADHD Index. décimale : PER Périodiques Résumé : Introduction Children diagnosed with autism and ADHD are at heightened risk for poor physical and mental health outcomes, potentially linked to suboptimal engagement in health-promoting behaviours. While multiple health promoting behaviours often co-occur, limited research has explored how combinations of physical activity, screen time, diet, and sleep cluster among children with ADHD and/or autism. Methods This study employed latent profile analysis to identify distinct health behaviour profiles in a community sample of 982 Australian children aged 7–12 years with parent-reported diagnoses of autism, ADHD, or both. Parents completed validated questionnaires assessing children’s physical activity, sedentary screen time, diet quality, total sleep time, and sleep disturbances. Results Five latent profiles were identified, ranging from generally healthy to highly unhealthy behaviour patterns. Children with co-occurring autism and ADHD or a sole diagnosis of autism were significantly more likely to be represented in the least healthy profiles—marked by low physical activity, high screen time, poor diet quality, and greater sleep disturbances—compared to those with a sole diagnosis of ADHD. Discussion Findings highlight the need for targeted, multi-component interventions to support healthier lifestyles, especially among children with autism or co-occurring autism and ADHD. Tailored strategies may help mitigate long-term health risks in this vulnerable population by addressing the unique barriers they face in adopting and sustaining healthy behaviours. En ligne : https://doi.org/10.1016/j.reia.2025.202751 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

A systematic review of psychosocial interventions to reduce parenting stress and strain among caregivers of autistic children / Sophie BRUNT in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202752 Titre : A systematic review of psychosocial interventions to reduce parenting stress and strain among caregivers of autistic children Type de document : texte imprimé Auteurs : Sophie BRUNT, Auteur ; Michelle MENEZES, Auteur ; Jessica PAPPAGIANOPOULOS, Auteur ; Jessica SMITH, Auteur ; Mya HOWARD, Auteur ; Eleonora SADIKOVA, Auteur ; Lauren WITTE, Auteur ; Micah MAZUREK, Auteur Article en page(s) : p.202752 Langues : Anglais (eng) Mots-clés : Autism  Parenting stress  Caregiver strain  Parent intervention Index. décimale : PER Périodiques Résumé : Background Parents of autistic children experience high levels of parenting stress, which has a maladaptive transactional relationship with child emotional and behavioral problems. Most autism-specific interventions focus on modifying child behaviors, with parenting stress included as a secondary outcome, if at all. Previous research on interventions to specifically reduce parenting stress is mixed, and wide heterogeneity in study design and intervention modalities makes it difficult to parse apart which elements of interventions are effective at reducing parental stress. Methods A thorough database search of empirical articles evaluating parent-focused interventions designed to reduce parenting stress or strain among parents of autistic children was conducted. Articles that met the inclusion criteria were reviewed and relevant data was extracted. Results The search yielded 42 articles which were included in the review. The interventions varied widely in terms of format, study design, and the therapeutic elements included. The most commonly used therapeutic element was psychoeducation (used in 23 interventions), followed by behavior management strategies (17), cognitive/coping strategies (17), relaxation/mindfulness/stress reduction techniques (17) and support/discussion with other parents (16). Thirty-five of the 42 interventions reported at least a partially significant reduction in parent stress/strain. Conclusions There may be some general trends in the effectiveness of intervention components. For example, psychoeducation and social support may be more impactful for parents from low-resource areas or parents of newly diagnosed children. However, researchers and clinicians designing interventions should consider the culture and needs of the community of interest. En ligne : https://doi.org/10.1016/j.reia.2025.202752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] A systematic review of psychosocial interventions to reduce parenting stress and strain among caregivers of autistic children [texte imprimé] / Sophie BRUNT, Auteur ; Michelle MENEZES, Auteur ; Jessica PAPPAGIANOPOULOS, Auteur ; Jessica SMITH, Auteur ; Mya HOWARD, Auteur ; Eleonora SADIKOVA, Auteur ; Lauren WITTE, Auteur ; Micah MAZUREK, Auteur . - p.202752. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202752 Mots-clés : Autism  Parenting stress  Caregiver strain  Parent intervention Index. décimale : PER Périodiques Résumé : Background Parents of autistic children experience high levels of parenting stress, which has a maladaptive transactional relationship with child emotional and behavioral problems. Most autism-specific interventions focus on modifying child behaviors, with parenting stress included as a secondary outcome, if at all. Previous research on interventions to specifically reduce parenting stress is mixed, and wide heterogeneity in study design and intervention modalities makes it difficult to parse apart which elements of interventions are effective at reducing parental stress. Methods A thorough database search of empirical articles evaluating parent-focused interventions designed to reduce parenting stress or strain among parents of autistic children was conducted. Articles that met the inclusion criteria were reviewed and relevant data was extracted. Results The search yielded 42 articles which were included in the review. The interventions varied widely in terms of format, study design, and the therapeutic elements included. The most commonly used therapeutic element was psychoeducation (used in 23 interventions), followed by behavior management strategies (17), cognitive/coping strategies (17), relaxation/mindfulness/stress reduction techniques (17) and support/discussion with other parents (16). Thirty-five of the 42 interventions reported at least a partially significant reduction in parent stress/strain. Conclusions There may be some general trends in the effectiveness of intervention components. For example, psychoeducation and social support may be more impactful for parents from low-resource areas or parents of newly diagnosed children. However, researchers and clinicians designing interventions should consider the culture and needs of the community of interest. En ligne : https://doi.org/10.1016/j.reia.2025.202752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Being the mother of an autistic child: A comprehensive study of mother–child relationships / Zeynep ERTEKIN in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202753 Titre : Being the mother of an autistic child: A comprehensive study of mother–child relationships Type de document : texte imprimé Auteurs : Zeynep ERTEKIN, Auteur ; Carole-Anne LEBLANC, Auteur ; Delphine PÉRIARD-LARIVÉE, Auteur ; Karine DUBOIS-COMTOIS, Auteur ; Annie STIPANICIC, Auteur ; Chantal CYR, Auteur ; Mélanie M. COUTURE, Auteur ; Eve-Line BUSSIERES, Auteur Article en page(s) : p.202753 Langues : Anglais (eng) Mots-clés : Autism  Interactions  Mother–child relationship  Parental stress Index. décimale : PER Périodiques Résumé : Aims This study examines mother–child relationships and parenting stress in the context of autism using self-report and observed measures. It compares dyads of mothers with autistic and mothers with non-autistic children in terms of perceived conflict and closeness, parenting stress, and observed mother–child interaction quality. It also examines the role of autism characteristics and the moderating role of parenting stress within these groups on mother–child relationships. Method The sample included 66 autistic and 55 non-autistic preschoolers and their mothers. Questionnaires were administered online and through structured phone interviews to assess autism characteristics, and interactions were video-recorded via Zoom. Results Dyads including autistic children exhibited higher levels of perceived conflict and lower perceived closeness and observed interaction quality compared to dyads with non-autistic children. Mothers with autistic children reported significantly higher levels of parenting stress across all three subscales of the Parental Stress Index (parental distress, dysfunctional interaction, and difficult child) compared to mothers with non-autistic children. Parenting stress moderated the group difference in perceived closeness: parents with low stress and an autistic child reported less closeness than those with a non-autistic child, whereas at high stress levels this difference was not observed. Parenting stress was positively associated with perceived conflict regardless of group. Additionally, autism characteristics were negatively associated with perceived closeness and positively associated with dysfunctional interactions. Conclusion This study suggests that perceived relationships and observed interaction quality vary between dyads with and without an autistic child. In addition, autism characteristics and parenting stress play roles in understanding mother–child relationships. En ligne : https://doi.org/10.1016/j.reia.2025.202753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Being the mother of an autistic child: A comprehensive study of mother–child relationships [texte imprimé] / Zeynep ERTEKIN, Auteur ; Carole-Anne LEBLANC, Auteur ; Delphine PÉRIARD-LARIVÉE, Auteur ; Karine DUBOIS-COMTOIS, Auteur ; Annie STIPANICIC, Auteur ; Chantal CYR, Auteur ; Mélanie M. COUTURE, Auteur ; Eve-Line BUSSIERES, Auteur . - p.202753. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202753 Mots-clés : Autism  Interactions  Mother–child relationship  Parental stress Index. décimale : PER Périodiques Résumé : Aims This study examines mother–child relationships and parenting stress in the context of autism using self-report and observed measures. It compares dyads of mothers with autistic and mothers with non-autistic children in terms of perceived conflict and closeness, parenting stress, and observed mother–child interaction quality. It also examines the role of autism characteristics and the moderating role of parenting stress within these groups on mother–child relationships. Method The sample included 66 autistic and 55 non-autistic preschoolers and their mothers. Questionnaires were administered online and through structured phone interviews to assess autism characteristics, and interactions were video-recorded via Zoom. Results Dyads including autistic children exhibited higher levels of perceived conflict and lower perceived closeness and observed interaction quality compared to dyads with non-autistic children. Mothers with autistic children reported significantly higher levels of parenting stress across all three subscales of the Parental Stress Index (parental distress, dysfunctional interaction, and difficult child) compared to mothers with non-autistic children. Parenting stress moderated the group difference in perceived closeness: parents with low stress and an autistic child reported less closeness than those with a non-autistic child, whereas at high stress levels this difference was not observed. Parenting stress was positively associated with perceived conflict regardless of group. Additionally, autism characteristics were negatively associated with perceived closeness and positively associated with dysfunctional interactions. Conclusion This study suggests that perceived relationships and observed interaction quality vary between dyads with and without an autistic child. In addition, autism characteristics and parenting stress play roles in understanding mother–child relationships. En ligne : https://doi.org/10.1016/j.reia.2025.202753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

“If the Right Time Comes”– Perspectives of Indian parents on disclosing the diagnosis of autism to their children / Koyeli SENGUPTA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202754 Titre : “If the Right Time Comes”– Perspectives of Indian parents on disclosing the diagnosis of autism to their children Type de document : texte imprimé Auteurs : Koyeli SENGUPTA, Auteur ; Srushti GANDHI, Auteur ; Alokananda RUDRA, Auteur Article en page(s) : p.202754 Langues : Anglais (eng) Mots-clés : Autism  Self-advocacy  Adolescents  Neurodiversity  Disclosure  Psycho-social factors  Rights Index. décimale : PER Périodiques Résumé : Several studies carried out in the global north emphasize the positive impact on well-being after learning of one’s autism diagnosis. However, there is a glaring gap in scientific data from low-resourced countries on the disclosure of a diagnosis of autism. This is the first study from India that utilizes qualitative methodology to understand caregivers’ perceptions of the disclosure of diagnosis. Caregivers of 22 adolescents were interviewed, followed by a thematic analysis of their responses. Caregivers’ responses range from absolute refusal to disclose to consideration that discussing their children’s identity is a crucial parental responsibility. Their decisions are the culmination of two prominent themes- factors impacting them In the Here and Now (like adolescents’ level of understanding and their right to know) and Disclosure has Consequences, which could be both positive and negative. The third theme shows that Disclosure is a Process, as caregiver stances on disclosure are dynamic. The caregivers’ decisions to consider disclosure require the concerted support of extended family and professionals in the disability space to help them navigate the challenges imposed by societal perceptions and non-inclusive systems and ease their acceptance of autism as a form of neurodivergence. En ligne : https://doi.org/10.1016/j.reia.2025.202754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] “If the Right Time Comes”– Perspectives of Indian parents on disclosing the diagnosis of autism to their children [texte imprimé] / Koyeli SENGUPTA, Auteur ; Srushti GANDHI, Auteur ; Alokananda RUDRA, Auteur . - p.202754. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202754 Mots-clés : Autism  Self-advocacy  Adolescents  Neurodiversity  Disclosure  Psycho-social factors  Rights Index. décimale : PER Périodiques Résumé : Several studies carried out in the global north emphasize the positive impact on well-being after learning of one’s autism diagnosis. However, there is a glaring gap in scientific data from low-resourced countries on the disclosure of a diagnosis of autism. This is the first study from India that utilizes qualitative methodology to understand caregivers’ perceptions of the disclosure of diagnosis. Caregivers of 22 adolescents were interviewed, followed by a thematic analysis of their responses. Caregivers’ responses range from absolute refusal to disclose to consideration that discussing their children’s identity is a crucial parental responsibility. Their decisions are the culmination of two prominent themes- factors impacting them In the Here and Now (like adolescents’ level of understanding and their right to know) and Disclosure has Consequences, which could be both positive and negative. The third theme shows that Disclosure is a Process, as caregiver stances on disclosure are dynamic. The caregivers’ decisions to consider disclosure require the concerted support of extended family and professionals in the disability space to help them navigate the challenges imposed by societal perceptions and non-inclusive systems and ease their acceptance of autism as a form of neurodivergence. En ligne : https://doi.org/10.1016/j.reia.2025.202754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Autism Diagnosis Patterns in Bolivia / Michaela DUBAY in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202763 Titre : Autism Diagnosis Patterns in Bolivia Type de document : texte imprimé Auteurs : Michaela DUBAY, Auteur ; Mya HOWARD, Auteur ; Gabriela CÁRDENAS, Auteur Article en page(s) : p.202763 Langues : Anglais (eng) Mots-clés : Diagnosis  Autism  Global context Index. décimale : PER Périodiques Résumé : Autism diagnoses can be made reliably in children as early as 14 months of age, but resource limited settings experience significant delays in this area. Access to timely and accurate autism diagnoses is critical for early intervention, yet little is known about diagnostic patterns in low- and middle-income countries. The aim of this study was to determine diagnostic timelines and professional involvements for autism diagnoses in Bolivia. Methods A cross-sectional survey of 372 caregivers of autistic children reported their experiences with symptom recognition, diagnosis timing, diagnostic providers, and settings. Results Findings revealed a wide range of diagnosis timelines across families, with an average age of first concerns at 30.7 months and diagnosis at 47.1 months, with a diagnostic delay of about 16 months. Most diagnoses were made by neuro-pediatricians or psychologists, typically in private clinics. Diagnosis timelines have reduced significantly for children born more recently. Earlier diagnosis was associated with greater language delays, behavioral severity, and autism symptom severity. Discussion Findings underscore both progress and continued challenges in early autism identification in Bolivia. Expanding access to multidisciplinary evaluations and increasing autism awareness among professionals and families may help reduce diagnostic delays and promote early intervention in low- and middle-income countries such as Bolivia. En ligne : https://doi.org/10.1016/j.reia.2025.202763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Autism Diagnosis Patterns in Bolivia [texte imprimé] / Michaela DUBAY, Auteur ; Mya HOWARD, Auteur ; Gabriela CÁRDENAS, Auteur . - p.202763. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202763 Mots-clés : Diagnosis  Autism  Global context Index. décimale : PER Périodiques Résumé : Autism diagnoses can be made reliably in children as early as 14 months of age, but resource limited settings experience significant delays in this area. Access to timely and accurate autism diagnoses is critical for early intervention, yet little is known about diagnostic patterns in low- and middle-income countries. The aim of this study was to determine diagnostic timelines and professional involvements for autism diagnoses in Bolivia. Methods A cross-sectional survey of 372 caregivers of autistic children reported their experiences with symptom recognition, diagnosis timing, diagnostic providers, and settings. Results Findings revealed a wide range of diagnosis timelines across families, with an average age of first concerns at 30.7 months and diagnosis at 47.1 months, with a diagnostic delay of about 16 months. Most diagnoses were made by neuro-pediatricians or psychologists, typically in private clinics. Diagnosis timelines have reduced significantly for children born more recently. Earlier diagnosis was associated with greater language delays, behavioral severity, and autism symptom severity. Discussion Findings underscore both progress and continued challenges in early autism identification in Bolivia. Expanding access to multidisciplinary evaluations and increasing autism awareness among professionals and families may help reduce diagnostic delays and promote early intervention in low- and middle-income countries such as Bolivia. En ligne : https://doi.org/10.1016/j.reia.2025.202763 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Parenting strategies to support sleep in autistic children: A Delphi consensus study / Olivia BRUCE in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202764 Titre : Parenting strategies to support sleep in autistic children: A Delphi consensus study Type de document : texte imprimé Auteurs : Olivia BRUCE, Auteur ; Sean P. A. DRUMMOND, Auteur ; Wan H. SIM, Auteur ; Marie B. H. YAP, Auteur Article en page(s) : p.202764 Langues : Anglais (eng) Mots-clés : Sleep  Autism  Children  Parents  Parenting Index. décimale : PER Périodiques Résumé : Purpose Sleep disturbances are common in autistic children, reducing quality of life for both children and their parents. Parents have a key role in managing their autistic child’s sleep, however, there is limited guidance on evidence-based strategies to support parents’ efforts. The present study utilised the Delphi methodology to establish expert consensus on parenting strategies for supporting sleep in autistic children. Methods Parenting strategies to support autistic children’s sleep were identified from a search of online sources and grey literature. Individuals who had expertise in neurodevelopment, paediatric sleep, and/or parenting were recruited to participate as panel members, rating the strategies across three online surveys and providing feedback and suggestions for new strategies. Each survey aimed to identify if the strategy reached consensus (rated as Essential or Important by ≥ 90 % of the panel members) or rejected (rated as Essential or Important by < 80 % of panel members). Strategies that were not clearly accepted or rejected were re-rated in the subsequent survey. Results Thirty-one panel members from eight different countries formed the panel. Thirty panel members completed the first survey, and 22 panel members completed the second and third surveys. Panel members rated a total of 232 parenting strategies across the three surveys. In total, the panel endorsed 75 strategies, covering topics such as setting bedtime routines, creating a sleep-promoting environment, and talking to children about sleep. Conclusion These strategies were compiled to create parenting guidelines, which may act as a resource for parents and the wider community to support their autistic child to sleep better. Future research may extend on this by exploring how to best support parents to implement these strategies. En ligne : https://doi.org/10.1016/j.reia.2025.202764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Parenting strategies to support sleep in autistic children: A Delphi consensus study [texte imprimé] / Olivia BRUCE, Auteur ; Sean P. A. DRUMMOND, Auteur ; Wan H. SIM, Auteur ; Marie B. H. YAP, Auteur . - p.202764. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202764 Mots-clés : Sleep  Autism  Children  Parents  Parenting Index. décimale : PER Périodiques Résumé : Purpose Sleep disturbances are common in autistic children, reducing quality of life for both children and their parents. Parents have a key role in managing their autistic child’s sleep, however, there is limited guidance on evidence-based strategies to support parents’ efforts. The present study utilised the Delphi methodology to establish expert consensus on parenting strategies for supporting sleep in autistic children. Methods Parenting strategies to support autistic children’s sleep were identified from a search of online sources and grey literature. Individuals who had expertise in neurodevelopment, paediatric sleep, and/or parenting were recruited to participate as panel members, rating the strategies across three online surveys and providing feedback and suggestions for new strategies. Each survey aimed to identify if the strategy reached consensus (rated as Essential or Important by ≥ 90 % of the panel members) or rejected (rated as Essential or Important by < 80 % of panel members). Strategies that were not clearly accepted or rejected were re-rated in the subsequent survey. Results Thirty-one panel members from eight different countries formed the panel. Thirty panel members completed the first survey, and 22 panel members completed the second and third surveys. Panel members rated a total of 232 parenting strategies across the three surveys. In total, the panel endorsed 75 strategies, covering topics such as setting bedtime routines, creating a sleep-promoting environment, and talking to children about sleep. Conclusion These strategies were compiled to create parenting guidelines, which may act as a resource for parents and the wider community to support their autistic child to sleep better. Future research may extend on this by exploring how to best support parents to implement these strategies. En ligne : https://doi.org/10.1016/j.reia.2025.202764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

The nature of anxiety in autistic children and its association with dimensions of autism and coping: A regional Australian study / Rachel T. PEARCE in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202765 Titre : The nature of anxiety in autistic children and its association with dimensions of autism and coping: A regional Australian study Type de document : texte imprimé Auteurs : Rachel T. PEARCE, Auteur ; Adrian B. KELLY, Auteur ; Marilyn A. CAMPBELL, Auteur Article en page(s) : p.202765 Langues : Anglais (eng) Mots-clés : Separation anxiety  Autism  Children  Mothers  Coping self-efficacy  Restricted and repetitive behaviours Index. décimale : PER Périodiques Résumé : Purpose Understanding potentially malleable aspects of autistic children’s processing of social situations may lead to refinements in anxiety-focused interventions for autistic children. In this study, we explored how anxious autistic children compared to anxious non-autistic children in their experiences of anxiety, their coping self-efficacy, and how these were related to social behaviour. Methods Participants were 20 autistic and 38 non-autistic children (50 % of total sample were male) aged 6–10 years and their parents. Parents completed measures of child anxiety subtypes and social behaviour. Children completed measures of anxiety and coping self-efficacy. Pearson correlations, independent samples t test, and ANOVAs were used to examine bivariate relationships between groups on study variables. Principal results In families with an anxious autistic child, there was higher overall anxiety, high separation anxiety, and low social support-related coping self-efficacy. Separation anxiety was associated with restricted and repetitive behaviours. There was evidence of differences in the associations between anxiety subtypes and social behaviour in anxious autistic children compared to anxious non-autistic children. Major conclusions Findings suggest that separation anxiety should be a priority in anxiety-focused interventions with autistic children, and educating/training caregivers (including parents and teachers) in facilitating safe social support may be important. En ligne : https://doi.org/10.1016/j.reia.2025.202765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] The nature of anxiety in autistic children and its association with dimensions of autism and coping: A regional Australian study [texte imprimé] / Rachel T. PEARCE, Auteur ; Adrian B. KELLY, Auteur ; Marilyn A. CAMPBELL, Auteur . - p.202765. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202765 Mots-clés : Separation anxiety  Autism  Children  Mothers  Coping self-efficacy  Restricted and repetitive behaviours Index. décimale : PER Périodiques Résumé : Purpose Understanding potentially malleable aspects of autistic children’s processing of social situations may lead to refinements in anxiety-focused interventions for autistic children. In this study, we explored how anxious autistic children compared to anxious non-autistic children in their experiences of anxiety, their coping self-efficacy, and how these were related to social behaviour. Methods Participants were 20 autistic and 38 non-autistic children (50 % of total sample were male) aged 6–10 years and their parents. Parents completed measures of child anxiety subtypes and social behaviour. Children completed measures of anxiety and coping self-efficacy. Pearson correlations, independent samples t test, and ANOVAs were used to examine bivariate relationships between groups on study variables. Principal results In families with an anxious autistic child, there was higher overall anxiety, high separation anxiety, and low social support-related coping self-efficacy. Separation anxiety was associated with restricted and repetitive behaviours. There was evidence of differences in the associations between anxiety subtypes and social behaviour in anxious autistic children compared to anxious non-autistic children. Major conclusions Findings suggest that separation anxiety should be a priority in anxiety-focused interventions with autistic children, and educating/training caregivers (including parents and teachers) in facilitating safe social support may be important. En ligne : https://doi.org/10.1016/j.reia.2025.202765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Advanced ASD detection through facial and fMRI data integration with attention guidance / B. MAGESH KUMAR in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202766 Titre : Advanced ASD detection through facial and fMRI data integration with attention guidance Type de document : texte imprimé Auteurs : B. MAGESH KUMAR, Auteur ; K. PREMALATHA, Auteur ; S. JOTHIMANI, Auteur Article en page(s) : p.202766 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Multimodal Fusion  FMRI  Facial Images  Attention Mechanism  Deep Learning  Neuroimaging Index. décimale : PER Périodiques Résumé : Diagnosing Autism Spectrum Disorder (ASD) quickly and reliably has long frustrated clinicians because the condition arises from intricate brain development and depends almost entirely on behavioural signs. To overcome this problem, we present a mixed deep-learning system that pairs facial-image analysis with resting-fMRI scans to more precisely detect ASD. Each input type passes through its pre-processing chain, winning out over noise, misalignment, and across-subject differences that can cloud analysis. Facial pictures are aligned using keypoint landmarks and contrast enhancement, while fMRI volumes undergo motion correction, Gaussian smoothing, and ICA-AROMA-based artifact cleaning. Critical characteristics are then extracted from the two channels by distinct convolutional networks and integrated by an attention-driven fusion layer that learns to highlight the most informative areas. As a result, the final multimodal classifier can use complementary facial and neural cues to produce more distinct lines between normal and abnormal development. Experimental evaluation, conducted using stratified 5-fold cross-validation, demonstrated that the proposed multimodal framework achieved a test accuracy of 95.24 %, precision of 95.00 %, recall of 95.50 %, and F1-score of 95.25 %, outperforming the unimodal baseline. Visualization of intermediate feature maps confirmed that the Model focuses on salient regions in both facial and neurofunctional modalities. These results highlight the potential of the proposed multimodal approach as a reliable and interpretable diagnostic tool for clinical detection of ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Advanced ASD detection through facial and fMRI data integration with attention guidance [texte imprimé] / B. MAGESH KUMAR, Auteur ; K. PREMALATHA, Auteur ; S. JOTHIMANI, Auteur . - p.202766. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202766 Mots-clés : Autism Spectrum Disorder  Multimodal Fusion  FMRI  Facial Images  Attention Mechanism  Deep Learning  Neuroimaging Index. décimale : PER Périodiques Résumé : Diagnosing Autism Spectrum Disorder (ASD) quickly and reliably has long frustrated clinicians because the condition arises from intricate brain development and depends almost entirely on behavioural signs. To overcome this problem, we present a mixed deep-learning system that pairs facial-image analysis with resting-fMRI scans to more precisely detect ASD. Each input type passes through its pre-processing chain, winning out over noise, misalignment, and across-subject differences that can cloud analysis. Facial pictures are aligned using keypoint landmarks and contrast enhancement, while fMRI volumes undergo motion correction, Gaussian smoothing, and ICA-AROMA-based artifact cleaning. Critical characteristics are then extracted from the two channels by distinct convolutional networks and integrated by an attention-driven fusion layer that learns to highlight the most informative areas. As a result, the final multimodal classifier can use complementary facial and neural cues to produce more distinct lines between normal and abnormal development. Experimental evaluation, conducted using stratified 5-fold cross-validation, demonstrated that the proposed multimodal framework achieved a test accuracy of 95.24 %, precision of 95.00 %, recall of 95.50 %, and F1-score of 95.25 %, outperforming the unimodal baseline. Visualization of intermediate feature maps confirmed that the Model focuses on salient regions in both facial and neurofunctional modalities. These results highlight the potential of the proposed multimodal approach as a reliable and interpretable diagnostic tool for clinical detection of ASD. En ligne : https://doi.org/10.1016/j.reia.2025.202766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

A longitudinal investigation of aggression and social skills in autistic youth / Hannah M. REA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202767 Titre : A longitudinal investigation of aggression and social skills in autistic youth Type de document : texte imprimé Auteurs : Hannah M. REA, Auteur ; Anika A. LINDLEY, Auteur ; Waylon HOWARD, Auteur ; Emily NEUHAUS, Auteur ; Susan FAJA, Auteur ; Raphael BERNIER, Auteur ; Katarzyna CHAWARSKA, Auteur ; Geraldine DAWSON, Auteur ; James DZIURA, Auteur ; Shafali JESTE, Auteur ; Natalia KLEINHANS, Auteur ; Adam J. NAPLES, Auteur ; Charles A. NELSON, Auteur ; Maura SABATOS-DEVITO, Auteur ; Helen SEOW, Auteur ; Frederick SHIC, Auteur ; Catherine A. SUGAR, Auteur ; James C. MCPARTLAND, Auteur ; Sara Jane WEBB, Auteur Article en page(s) : p.202767 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Aggression  Social skills  Latent growth modeling Index. décimale : PER Périodiques Résumé : Objective Autism is characterized by differences in social functioning and many autistic individuals exhibit co-occurring features, such as aggression. While previous research has examined correlations between aggression and social skills cross sectionally, research is needed to better understand the interrelations between these behaviors over time. Method In a sample of 280 autistic children (ages 6–11 years), parallel process growth modeling and regression were used to examine changes in social skills and aggression across three time points, as well as the interrelations between social skills and aggression. A confirmatory factor analysis (CFA) was also conducted on the measure of aggression (the Aberrant Behavior Checklist), which yielded separate factors for aggression towards others and self-injurious behaviors (SIB). Results Over time, aggression towards others decreased and social skills improved, but SIB did not change. While initial levels of social skills, aggression towards others, and SIB were inter-related, there were no significant relations between initial scores and subsequent changes in any domain. Conclusions Interventions for aggression in school-aged autistic children should consider aggression towards others, SIB, and social skills as separate targets, as changes in one domain did not appear to be related to changes in other domains. En ligne : https://doi.org/10.1016/j.reia.2025.202767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] A longitudinal investigation of aggression and social skills in autistic youth [texte imprimé] / Hannah M. REA, Auteur ; Anika A. LINDLEY, Auteur ; Waylon HOWARD, Auteur ; Emily NEUHAUS, Auteur ; Susan FAJA, Auteur ; Raphael BERNIER, Auteur ; Katarzyna CHAWARSKA, Auteur ; Geraldine DAWSON, Auteur ; James DZIURA, Auteur ; Shafali JESTE, Auteur ; Natalia KLEINHANS, Auteur ; Adam J. NAPLES, Auteur ; Charles A. NELSON, Auteur ; Maura SABATOS-DEVITO, Auteur ; Helen SEOW, Auteur ; Frederick SHIC, Auteur ; Catherine A. SUGAR, Auteur ; James C. MCPARTLAND, Auteur ; Sara Jane WEBB, Auteur . - p.202767. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202767 Mots-clés : Autism spectrum disorder  Aggression  Social skills  Latent growth modeling Index. décimale : PER Périodiques Résumé : Objective Autism is characterized by differences in social functioning and many autistic individuals exhibit co-occurring features, such as aggression. While previous research has examined correlations between aggression and social skills cross sectionally, research is needed to better understand the interrelations between these behaviors over time. Method In a sample of 280 autistic children (ages 6–11 years), parallel process growth modeling and regression were used to examine changes in social skills and aggression across three time points, as well as the interrelations between social skills and aggression. A confirmatory factor analysis (CFA) was also conducted on the measure of aggression (the Aberrant Behavior Checklist), which yielded separate factors for aggression towards others and self-injurious behaviors (SIB). Results Over time, aggression towards others decreased and social skills improved, but SIB did not change. While initial levels of social skills, aggression towards others, and SIB were inter-related, there were no significant relations between initial scores and subsequent changes in any domain. Conclusions Interventions for aggression in school-aged autistic children should consider aggression towards others, SIB, and social skills as separate targets, as changes in one domain did not appear to be related to changes in other domains. En ligne : https://doi.org/10.1016/j.reia.2025.202767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

What are the experiences of autistic individuals who engage in multiplayer online gaming? A systematic meta-ethnography / Rebecca BENNETT in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202768 Titre : What are the experiences of autistic individuals who engage in multiplayer online gaming? A systematic meta-ethnography Type de document : texte imprimé Auteurs : Rebecca BENNETT, Auteur ; Ian C. SMITH, Auteur ; Miriam STURDEE, Auteur Article en page(s) : p.202768 Langues : Anglais (eng) Mots-clés : Autism  Autistic Spectrum  ASC  ASD  Multiplayer Online Games Index. décimale : PER Périodiques Résumé : Multiplayer online gaming (MOG) is becoming an increasingly popular form of entertainment and way to interact with others. Within the online gaming community, there is a high proportion of autistic players. The aim of this review is to understand the experiences of autistic individuals who engage in MOG activity. A qualitative systematic review was conducted across five databases: PsychINFO, Medline, CINAHL, ACM Digital Library, and Web of Science. An additional search on Google Scholar was conducted to screen for grey literature. This resulted in 12 studies being identified for inclusion. Studies were synthesised using a meta-ethnographic approach. The review highlighted that MOGs provide opportunities for players to interact in a way that feels less pressured than the face-to-face world. This has positive implications for developing social skills and forming relationships with others. Additionally, players learn a variety of skills that contribute to increased self-esteem and improved psychological wellbeing. It is hoped that the findings from this review could be used clinically to help mental health professionals think about how such activities can benefit autistic individuals and also how they might adapt the way they work to be more suitable for this population. En ligne : https://doi.org/10.1016/j.reia.2025.202768 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] What are the experiences of autistic individuals who engage in multiplayer online gaming? A systematic meta-ethnography [texte imprimé] / Rebecca BENNETT, Auteur ; Ian C. SMITH, Auteur ; Miriam STURDEE, Auteur . - p.202768. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202768 Mots-clés : Autism  Autistic Spectrum  ASC  ASD  Multiplayer Online Games Index. décimale : PER Périodiques Résumé : Multiplayer online gaming (MOG) is becoming an increasingly popular form of entertainment and way to interact with others. Within the online gaming community, there is a high proportion of autistic players. The aim of this review is to understand the experiences of autistic individuals who engage in MOG activity. A qualitative systematic review was conducted across five databases: PsychINFO, Medline, CINAHL, ACM Digital Library, and Web of Science. An additional search on Google Scholar was conducted to screen for grey literature. This resulted in 12 studies being identified for inclusion. Studies were synthesised using a meta-ethnographic approach. The review highlighted that MOGs provide opportunities for players to interact in a way that feels less pressured than the face-to-face world. This has positive implications for developing social skills and forming relationships with others. Additionally, players learn a variety of skills that contribute to increased self-esteem and improved psychological wellbeing. It is hoped that the findings from this review could be used clinically to help mental health professionals think about how such activities can benefit autistic individuals and also how they might adapt the way they work to be more suitable for this population. En ligne : https://doi.org/10.1016/j.reia.2025.202768 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Cognitive behavior therapy for anxious autistic children: An exploration of week-by-week changes / Rachel T. PEARCE in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202769 Titre : Cognitive behavior therapy for anxious autistic children: An exploration of week-by-week changes Type de document : texte imprimé Auteurs : Rachel T. PEARCE, Auteur ; Adrian B. KELLY, Auteur ; Marilyn A. CAMPBELL, Auteur Article en page(s) : p.202769 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Autistic children  Changes across therapy  Cognitive Behavior Therapy (CBT)  Coping Self-efficacy Index. décimale : PER Périodiques Résumé : Objective Amongst autistic children, anxiety and low coping self-efficacy are common experiences, and interventions to strengthen autistic children in these areas may improve long term therapeutic outcomes. The purpose of this study was to examine how anxiety and coping self-efficacy changes across an autism-focused cognitive-behavioral program. Method Parents and autistic anxious children from nine families living in a regional area of Australia completed measures of anxiety and coping self-efficacy each week of an eight-week program (72 data points). Results For the majority of families, results were consistent with positive but fluctuating gains across intervention sessions. Progress was more evident in parent reports than in children’s reports. Engagement with the program was excellent. Conclusion Progress across the intervention was generally good but characterized by weekly experiences of strong growth and lapse. Preparing children and parents for the common experience of large fluctuations across sessions may be reassuring and promote continuing engagement with support services. En ligne : https://doi.org/10.1016/j.reia.2025.202769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Cognitive behavior therapy for anxious autistic children: An exploration of week-by-week changes [texte imprimé] / Rachel T. PEARCE, Auteur ; Adrian B. KELLY, Auteur ; Marilyn A. CAMPBELL, Auteur . - p.202769. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202769 Mots-clés : Autism  Anxiety  Autistic children  Changes across therapy  Cognitive Behavior Therapy (CBT)  Coping Self-efficacy Index. décimale : PER Périodiques Résumé : Objective Amongst autistic children, anxiety and low coping self-efficacy are common experiences, and interventions to strengthen autistic children in these areas may improve long term therapeutic outcomes. The purpose of this study was to examine how anxiety and coping self-efficacy changes across an autism-focused cognitive-behavioral program. Method Parents and autistic anxious children from nine families living in a regional area of Australia completed measures of anxiety and coping self-efficacy each week of an eight-week program (72 data points). Results For the majority of families, results were consistent with positive but fluctuating gains across intervention sessions. Progress was more evident in parent reports than in children’s reports. Engagement with the program was excellent. Conclusion Progress across the intervention was generally good but characterized by weekly experiences of strong growth and lapse. Preparing children and parents for the common experience of large fluctuations across sessions may be reassuring and promote continuing engagement with support services. En ligne : https://doi.org/10.1016/j.reia.2025.202769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Integrating artificial intelligence and natural language processing to investigate lexical errors in autistic preschoolers / Maria ANDREOU in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202771 Titre : Integrating artificial intelligence and natural language processing to investigate lexical errors in autistic preschoolers Type de document : texte imprimé Auteurs : Maria ANDREOU, Auteur ; Charalambos K. THEMISTOCLEOUS, Auteur ; Eleni PERISTERI, Auteur Article en page(s) : p.202771 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Preschool-aged children  Lexical errors  Natural language processing Index. décimale : PER Périodiques Résumé : Expressive vocabulary has been characterized as a strength in the autistic population, with most studies focusing on the cues that autistic children use to learn new words. There is little knowledge about the organization of lexical networks in autism. This study aimed to characterize the lexical retrieval errors in a cohort of 60 Greek-speaking autistic preschoolers by combining manual coding with distributional semantics. Children completed a standardized picture-naming task yielding 745 errors classified into four error types: semantic, visual, phonological, and irrelevant. To quantify each error’s proximity to its intended target, we applied a pre-trained word embeddings model to derive continuous semantic proximity scores. More than half of the children exhibited expressive vocabulary abilities which were well below their chronological age level, while the opposite pattern was observed for one third of the children. Within this sample, semantic errors were predominant, and word embedding-derived distances corroborated the manual taxonomy: semantic substitutions displayed the highest proximity to target concepts, followed in descending order by phonological, visual, and irrelevant errors. Semantic errors showed no association with vocabulary delay, whereas irrelevant and visual errors increased with vocabulary delay, suggesting reduced semantic constraints in children whose vocabulary age equivalents were lower than their chronological ages. These findings underscore that naming errors in autistic children are not random but organized along graded semantic relationships, paving the way for computational modeling of lexical networks in this population. Integrating distributional-semantic modeling with traditional error analysis yields novel quantitative metrics for distinguishing between lexical error types, and paves the way for investigations into the development of lexical networks in autism. En ligne : https://doi.org/10.1016/j.reia.2025.202771 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Integrating artificial intelligence and natural language processing to investigate lexical errors in autistic preschoolers [texte imprimé] / Maria ANDREOU, Auteur ; Charalambos K. THEMISTOCLEOUS, Auteur ; Eleni PERISTERI, Auteur . - p.202771. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202771 Mots-clés : Autism Spectrum Disorder  Preschool-aged children  Lexical errors  Natural language processing Index. décimale : PER Périodiques Résumé : Expressive vocabulary has been characterized as a strength in the autistic population, with most studies focusing on the cues that autistic children use to learn new words. There is little knowledge about the organization of lexical networks in autism. This study aimed to characterize the lexical retrieval errors in a cohort of 60 Greek-speaking autistic preschoolers by combining manual coding with distributional semantics. Children completed a standardized picture-naming task yielding 745 errors classified into four error types: semantic, visual, phonological, and irrelevant. To quantify each error’s proximity to its intended target, we applied a pre-trained word embeddings model to derive continuous semantic proximity scores. More than half of the children exhibited expressive vocabulary abilities which were well below their chronological age level, while the opposite pattern was observed for one third of the children. Within this sample, semantic errors were predominant, and word embedding-derived distances corroborated the manual taxonomy: semantic substitutions displayed the highest proximity to target concepts, followed in descending order by phonological, visual, and irrelevant errors. Semantic errors showed no association with vocabulary delay, whereas irrelevant and visual errors increased with vocabulary delay, suggesting reduced semantic constraints in children whose vocabulary age equivalents were lower than their chronological ages. These findings underscore that naming errors in autistic children are not random but organized along graded semantic relationships, paving the way for computational modeling of lexical networks in this population. Integrating distributional-semantic modeling with traditional error analysis yields novel quantitative metrics for distinguishing between lexical error types, and paves the way for investigations into the development of lexical networks in autism. En ligne : https://doi.org/10.1016/j.reia.2025.202771 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Autistic traits modulate individuals’ attention in face pareidolia / Xinchao YANG in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202772 Titre : Autistic traits modulate individuals’ attention in face pareidolia Type de document : texte imprimé Auteurs : Xinchao YANG, Auteur ; Mingkui YANG, Auteur ; Weihan WANG, Auteur ; Chunying QIU, Auteur ; Meng WANG, Auteur ; Jingwen ZHAO, Auteur ; Yaping YANG, Auteur ; Qiang XU, Auteur Article en page(s) : p.202772 Langues : Anglais (eng) Mots-clés : Autistic traits  Face pareidolia  Face recognition  Attentional bias  Social information Index. décimale : PER Périodiques Résumé : The ability to rapidly and precisely recognize faces is crucial for successful social interactions. Due to facial sensitivity, humans can perceive “faces” in nonexistent or non-facial stimuli, known as face pareidolia. Individual factors or personality traits can modulate this phenomenon. Autistic traits refer to a collection of cognitive characteristics, behaviors, and personality features associated with autism spectrum disorder (ASD). They are widely present in the general population and are characterized by a reduced interest in social stimuli. It remains unclear how autistic traits modulate attentional bias in face pareidolia and whether task relevance influences this effect. Therefore, the present study employs two experiments (task-relevant / task-irrelevant) to examine this underlying mechanism. Experiment 1 (task-relevant) shows that the high autistic traits group exhibits lower accuracy in recognizing FITs (face-in-things) but higher accuracy for objects, with slower responses to actual faces. Experiment 2 (task-irrelevant) shows that the high autistic traits group responds more slowly to FITs and faces, paying more attention to objects. These findings indicate that individuals with high autistic traits exhibit a different attentional bias, characterized by avoidance of social information. Moreover, individuals with high autistic traits may have a weaker spontaneous motivation to detect faces when the task is irrelevant. Overall, these results extend the understanding of perceptual processing and attentional patterns in face pareidolia among individuals with high autistic traits. En ligne : https://doi.org/10.1016/j.reia.2025.202772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Autistic traits modulate individuals’ attention in face pareidolia [texte imprimé] / Xinchao YANG, Auteur ; Mingkui YANG, Auteur ; Weihan WANG, Auteur ; Chunying QIU, Auteur ; Meng WANG, Auteur ; Jingwen ZHAO, Auteur ; Yaping YANG, Auteur ; Qiang XU, Auteur . - p.202772. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202772 Mots-clés : Autistic traits  Face pareidolia  Face recognition  Attentional bias  Social information Index. décimale : PER Périodiques Résumé : The ability to rapidly and precisely recognize faces is crucial for successful social interactions. Due to facial sensitivity, humans can perceive “faces” in nonexistent or non-facial stimuli, known as face pareidolia. Individual factors or personality traits can modulate this phenomenon. Autistic traits refer to a collection of cognitive characteristics, behaviors, and personality features associated with autism spectrum disorder (ASD). They are widely present in the general population and are characterized by a reduced interest in social stimuli. It remains unclear how autistic traits modulate attentional bias in face pareidolia and whether task relevance influences this effect. Therefore, the present study employs two experiments (task-relevant / task-irrelevant) to examine this underlying mechanism. Experiment 1 (task-relevant) shows that the high autistic traits group exhibits lower accuracy in recognizing FITs (face-in-things) but higher accuracy for objects, with slower responses to actual faces. Experiment 2 (task-irrelevant) shows that the high autistic traits group responds more slowly to FITs and faces, paying more attention to objects. These findings indicate that individuals with high autistic traits exhibit a different attentional bias, characterized by avoidance of social information. Moreover, individuals with high autistic traits may have a weaker spontaneous motivation to detect faces when the task is irrelevant. Overall, these results extend the understanding of perceptual processing and attentional patterns in face pareidolia among individuals with high autistic traits. En ligne : https://doi.org/10.1016/j.reia.2025.202772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma / Jennifer HA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202773 Titre : Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma Type de document : texte imprimé Auteurs : Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur Article en page(s) : p.202773 Langues : Anglais (eng) Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma [texte imprimé] / Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur . - p.202773. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202773 Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

An examination of learner response characteristics on the efficacy and efficiency of error correction / Jessi REIDY in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202774 Titre : An examination of learner response characteristics on the efficacy and efficiency of error correction Type de document : texte imprimé Auteurs : Jessi REIDY, Auteur ; Tiffany KODAK, Auteur ; Mary HALBUR, Auteur ; Lauren DEBERTIN, Auteur Article en page(s) : p.202774 Langues : Anglais (eng) Mots-clés : Attending  Error correction  Repeated responses  Response characteristics  Subtypes of responders  Task interspersal Index. décimale : PER Périodiques Résumé : Inconsistency in efficacy and efficiency of error-correction procedures across studies and learners may be due to learner-specific response characteristics. For example, responding without looking at visual targets during error-correction trials may reduce the efficacy of error correction (Plaisance et al., 2016). The goal of the current study was to compare methods for correcting learner errors with a subtype of participants who displayed specific response characteristics. Results indicated that the interspersal of mastered tasks between error-correction trials led to more efficacious and efficient acquisition for a subtype of learners. Furthermore, secondary measures of responses emitted without attending to the targets and repeated echoing of prompted responses were related to the outcomes. En ligne : https://doi.org/10.1016/j.reia.2025.202774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] An examination of learner response characteristics on the efficacy and efficiency of error correction [texte imprimé] / Jessi REIDY, Auteur ; Tiffany KODAK, Auteur ; Mary HALBUR, Auteur ; Lauren DEBERTIN, Auteur . - p.202774. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202774 Mots-clés : Attending  Error correction  Repeated responses  Response characteristics  Subtypes of responders  Task interspersal Index. décimale : PER Périodiques Résumé : Inconsistency in efficacy and efficiency of error-correction procedures across studies and learners may be due to learner-specific response characteristics. For example, responding without looking at visual targets during error-correction trials may reduce the efficacy of error correction (Plaisance et al., 2016). The goal of the current study was to compare methods for correcting learner errors with a subtype of participants who displayed specific response characteristics. Results indicated that the interspersal of mastered tasks between error-correction trials led to more efficacious and efficient acquisition for a subtype of learners. Furthermore, secondary measures of responses emitted without attending to the targets and repeated echoing of prompted responses were related to the outcomes. En ligne : https://doi.org/10.1016/j.reia.2025.202774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Intensive services for behavior reduction: Comparison of autistic individuals with and without moderate-to-profound intellectual disabilities / Summer BOTTINI in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202775 Titre : Intensive services for behavior reduction: Comparison of autistic individuals with and without moderate-to-profound intellectual disabilities Type de document : texte imprimé Auteurs : Summer BOTTINI, Auteur ; Meara MCMAHON, Auteur ; Sarah K. SLOCUM, Auteur ; Taylor COOK, Auteur ; Mindy SCHEITHAUER, Auteur Article en page(s) : p.202775 Langues : Anglais (eng) Mots-clés : Profound autism  Behavioral intervention  ABA  Intellectual disability Index. décimale : PER Périodiques Résumé : The intersection of autism, low cognitive ability, and low adaptive skills increases risk for behavioral concerns that impact safety, limit independence, and lead to decrements in quality of life for a child and their family. Despite known differences in service needs between autistic youth with moderate to profound intellectual disability (AS + mID) and those without (AS), it is not yet known whether there are differences in the effectiveness of interventions to address behavioral concerns between these groups. The present study is an exploratory analysis of whether differences exist with respect to behavioral presentation at treatment onset, behavioral procedures needed for a therapeutic reduction, and intervention outcomes. This secondary analysis of a chart review examined 40 clients (22 AS + mID, 18 AS Group) who received intensive outpatient services for severe behavioral concerns between 2020 and 2023. Although no differences in intervention outcome emerged, individuals categorized with AS + mID had a significantly higher likelihood of intrusive procedures within their final treatment package compared to the AS group. There were also nuanced differences in behavioral presentation at the outset of treatment. Specifically, several individuals categorized with AS + mID displayed alarmingly high baseline rates of targeted behavior to a degree not observed in the AS group. These findings suggest that although behavioral intervention may achieve comparable outcomes between groups, additional research is needed in this subpopulation to decrease the need for intrusive procedures. En ligne : https://doi.org/10.1016/j.reia.2025.202775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Intensive services for behavior reduction: Comparison of autistic individuals with and without moderate-to-profound intellectual disabilities [texte imprimé] / Summer BOTTINI, Auteur ; Meara MCMAHON, Auteur ; Sarah K. SLOCUM, Auteur ; Taylor COOK, Auteur ; Mindy SCHEITHAUER, Auteur . - p.202775. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202775 Mots-clés : Profound autism  Behavioral intervention  ABA  Intellectual disability Index. décimale : PER Périodiques Résumé : The intersection of autism, low cognitive ability, and low adaptive skills increases risk for behavioral concerns that impact safety, limit independence, and lead to decrements in quality of life for a child and their family. Despite known differences in service needs between autistic youth with moderate to profound intellectual disability (AS + mID) and those without (AS), it is not yet known whether there are differences in the effectiveness of interventions to address behavioral concerns between these groups. The present study is an exploratory analysis of whether differences exist with respect to behavioral presentation at treatment onset, behavioral procedures needed for a therapeutic reduction, and intervention outcomes. This secondary analysis of a chart review examined 40 clients (22 AS + mID, 18 AS Group) who received intensive outpatient services for severe behavioral concerns between 2020 and 2023. Although no differences in intervention outcome emerged, individuals categorized with AS + mID had a significantly higher likelihood of intrusive procedures within their final treatment package compared to the AS group. There were also nuanced differences in behavioral presentation at the outset of treatment. Specifically, several individuals categorized with AS + mID displayed alarmingly high baseline rates of targeted behavior to a degree not observed in the AS group. These findings suggest that although behavioral intervention may achieve comparable outcomes between groups, additional research is needed in this subpopulation to decrease the need for intrusive procedures. En ligne : https://doi.org/10.1016/j.reia.2025.202775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

The impact of video-based intervention for improving attitudes towards autism in Chinese higher education: A pre-post study / Yinghui XIA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202776 Titre : The impact of video-based intervention for improving attitudes towards autism in Chinese higher education: A pre-post study Type de document : texte imprimé Auteurs : Yinghui XIA, Auteur ; Jonathan VINCENT, Auteur ; Mengzhen ZHAO, Auteur ; Peng WANG, Auteur Article en page(s) : p.202776 Langues : Anglais (eng) Mots-clés : Autism in adulthood  Higher education  Neurodiversity  Attitude change  Video-based intervention  Machine Learning Index. décimale : PER Périodiques Résumé : This study assessed whether a brief video-based intervention could improve attitudes toward autism among Chinese university students and staff. A total of 1158 participants—including undergraduates, graduate students, and staff—completed the 17-item Autism and Neurodiversity Attitudes Scale (ANAS) before and after watching a 6-minute autism-awareness video. Paired-sample t-tests assessed pre-post differences. Exploratory factor analysis (EFA) examined whether the intervention altered the underlying attitudinal structure. To predict individual responsiveness, four machine learning models were trained using pre-intervention responses and demographics; TabPFN achieved the highest accuracy (73.4 %). The study revealed significant positive changes in attitudes towards autism following the educational video intervention (t = -13.30, p < 0.001, Cohen's d = 0.39). We identified three stable dimensions of autism perception: support for normalization, acceptance as natural variation, and empathy. SHapley Additive exPlanations analysis identified that pre-intervention responses to deficit-based items and pity-based attitudes are the strongest predictors of attitudinal change, while demographic variables had negligible influence. Higher baseline endorsement of normalization and pathologizing attitudes were associated with reduced responsiveness to the intervention, highlighting the role of entrenched beliefs in moderating intervention effectiveness. While a brief video intervention can enhance attitudes toward autism, its ability to transform deep-seated beliefs remains limited. En ligne : https://doi.org/10.1016/j.reia.2025.202776 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] The impact of video-based intervention for improving attitudes towards autism in Chinese higher education: A pre-post study [texte imprimé] / Yinghui XIA, Auteur ; Jonathan VINCENT, Auteur ; Mengzhen ZHAO, Auteur ; Peng WANG, Auteur . - p.202776. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202776 Mots-clés : Autism in adulthood  Higher education  Neurodiversity  Attitude change  Video-based intervention  Machine Learning Index. décimale : PER Périodiques Résumé : This study assessed whether a brief video-based intervention could improve attitudes toward autism among Chinese university students and staff. A total of 1158 participants—including undergraduates, graduate students, and staff—completed the 17-item Autism and Neurodiversity Attitudes Scale (ANAS) before and after watching a 6-minute autism-awareness video. Paired-sample t-tests assessed pre-post differences. Exploratory factor analysis (EFA) examined whether the intervention altered the underlying attitudinal structure. To predict individual responsiveness, four machine learning models were trained using pre-intervention responses and demographics; TabPFN achieved the highest accuracy (73.4 %). The study revealed significant positive changes in attitudes towards autism following the educational video intervention (t = -13.30, p < 0.001, Cohen's d = 0.39). We identified three stable dimensions of autism perception: support for normalization, acceptance as natural variation, and empathy. SHapley Additive exPlanations analysis identified that pre-intervention responses to deficit-based items and pity-based attitudes are the strongest predictors of attitudinal change, while demographic variables had negligible influence. Higher baseline endorsement of normalization and pathologizing attitudes were associated with reduced responsiveness to the intervention, highlighting the role of entrenched beliefs in moderating intervention effectiveness. While a brief video intervention can enhance attitudes toward autism, its ability to transform deep-seated beliefs remains limited. En ligne : https://doi.org/10.1016/j.reia.2025.202776 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Inclusive pedagogical strategies for supporting neurodivergent teachers in language education / Xue WANG in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202777 Titre : Inclusive pedagogical strategies for supporting neurodivergent teachers in language education Type de document : texte imprimé Auteurs : Xue WANG, Auteur ; Chinaza Solomon IRONSI, Auteur ; Hanife Bensen BOSTANCI, Auteur Article en page(s) : p.202777 Langues : Anglais (eng) Mots-clés : Neurodivergent teachers  Workplace-based inclusion  Universal Design for Learning  Educational policies  Professional development Index. décimale : PER Périodiques Résumé : Purpose This study examines how organizations in English language education can foster environments conducive to the success of neurodivergent teachers, addressing a persistent gap in the literature concerning their professional experiences. The study suggests institutional policies and practices that may facilitate their wellbeing and career advancement. Methodology This study employed a mixed-methods approach. Questionnaires and semi-structured interview guides were used to collect quantitative and qualitative data from seventy-six self-identified and formally diagnosed neurodivergent language teachers recruited through professional teaching networks, social media, and institutional mailing lists across primary, secondary, and tertiary education. Findings While the study’s goal was to identify enabling factors for success, participants first highlighted systemic challenges that hinder inclusion; these barriers provide essential context for designing supportive environments. The findings underscore the need for support explicitly tailored to neurodivergent individuals, professional development awareness of neurodiversity, and the establishment of organizational policies based on Universal Design for Learning (UDL) principles. The research highlights the necessity of transitioning to a workplace-based framework in assessing the contributions of neurodivergent teachers. Originality This study is novel in its examination of neurodivergent teachers in educational institutions, a topic that has been insufficiently addressed in the existing literature. The study recommends developing inclusive and supportive work environments that enable neurodivergent teachers to thrive and flourish. En ligne : https://doi.org/10.1016/j.reia.2025.202777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Inclusive pedagogical strategies for supporting neurodivergent teachers in language education [texte imprimé] / Xue WANG, Auteur ; Chinaza Solomon IRONSI, Auteur ; Hanife Bensen BOSTANCI, Auteur . - p.202777. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202777 Mots-clés : Neurodivergent teachers  Workplace-based inclusion  Universal Design for Learning  Educational policies  Professional development Index. décimale : PER Périodiques Résumé : Purpose This study examines how organizations in English language education can foster environments conducive to the success of neurodivergent teachers, addressing a persistent gap in the literature concerning their professional experiences. The study suggests institutional policies and practices that may facilitate their wellbeing and career advancement. Methodology This study employed a mixed-methods approach. Questionnaires and semi-structured interview guides were used to collect quantitative and qualitative data from seventy-six self-identified and formally diagnosed neurodivergent language teachers recruited through professional teaching networks, social media, and institutional mailing lists across primary, secondary, and tertiary education. Findings While the study’s goal was to identify enabling factors for success, participants first highlighted systemic challenges that hinder inclusion; these barriers provide essential context for designing supportive environments. The findings underscore the need for support explicitly tailored to neurodivergent individuals, professional development awareness of neurodiversity, and the establishment of organizational policies based on Universal Design for Learning (UDL) principles. The research highlights the necessity of transitioning to a workplace-based framework in assessing the contributions of neurodivergent teachers. Originality This study is novel in its examination of neurodivergent teachers in educational institutions, a topic that has been insufficiently addressed in the existing literature. The study recommends developing inclusive and supportive work environments that enable neurodivergent teachers to thrive and flourish. En ligne : https://doi.org/10.1016/j.reia.2025.202777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

A brief report: Caregivers of autistic individuals and nonautistic peers’ perceptions of a community-based inclusive basketball program / Gospel Y. KIM in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202778 Titre : A brief report: Caregivers of autistic individuals and nonautistic peers’ perceptions of a community-based inclusive basketball program Type de document : texte imprimé Auteurs : Gospel Y. KIM, Auteur ; Yeo Kwang YUN, Auteur ; Kyunghae Rosa CHANG, Auteur ; Hosanna H. KIM, Auteur Article en page(s) : p.202778 Langues : Anglais (eng) Mots-clés : Inclusive basketball program  Community-partnered participatory research  Mixed-methods Index. décimale : PER Périodiques Résumé : Autistic individuals often experience co-occurring mental and physical health challenges and face barriers to participating in inclusive community-based physical activity programs. This mixed-methods study explored the perceived benefits and challenges of a community-based inclusive basketball program from the perspectives of caregivers of autistic individuals and nonautistic peer partners. Using a convergent mixed-methods design, we collected quantitative data through Likert-type items and qualitative data through open-ended survey responses. Fourteen caregivers and nine nonautistic peers participated. Quantitative findings indicated high satisfaction, strong interests, and perceived improvements in quality of life, social engagement, physical health, and reduced stress among autistic participants. Peer partners also reported high satisfaction and interest. Thematic analysis of qualitative data revealed enhanced emotional and physical well-being, social connection, increased self-confidence, and motivation among autistic youth. Peer partners described meaningful relationships, personal growth, and a desire to continue participating. Integrated analysis showed convergence across data types, highlighting the potential of inclusive sports to promote mutual benefits and inclusion. Findings highlight the need for structured, community-based inclusive programs in supporting mental, physical, and social well-being for autistic individuals and their peers. En ligne : https://doi.org/10.1016/j.reia.2025.202778 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] A brief report: Caregivers of autistic individuals and nonautistic peers’ perceptions of a community-based inclusive basketball program [texte imprimé] / Gospel Y. KIM, Auteur ; Yeo Kwang YUN, Auteur ; Kyunghae Rosa CHANG, Auteur ; Hosanna H. KIM, Auteur . - p.202778. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202778 Mots-clés : Inclusive basketball program  Community-partnered participatory research  Mixed-methods Index. décimale : PER Périodiques Résumé : Autistic individuals often experience co-occurring mental and physical health challenges and face barriers to participating in inclusive community-based physical activity programs. This mixed-methods study explored the perceived benefits and challenges of a community-based inclusive basketball program from the perspectives of caregivers of autistic individuals and nonautistic peer partners. Using a convergent mixed-methods design, we collected quantitative data through Likert-type items and qualitative data through open-ended survey responses. Fourteen caregivers and nine nonautistic peers participated. Quantitative findings indicated high satisfaction, strong interests, and perceived improvements in quality of life, social engagement, physical health, and reduced stress among autistic participants. Peer partners also reported high satisfaction and interest. Thematic analysis of qualitative data revealed enhanced emotional and physical well-being, social connection, increased self-confidence, and motivation among autistic youth. Peer partners described meaningful relationships, personal growth, and a desire to continue participating. Integrated analysis showed convergence across data types, highlighting the potential of inclusive sports to promote mutual benefits and inclusion. Findings highlight the need for structured, community-based inclusive programs in supporting mental, physical, and social well-being for autistic individuals and their peers. En ligne : https://doi.org/10.1016/j.reia.2025.202778 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Associations among autistic adults’ self-reported literacy ability, autism traits, and quality of life / Jaclyn M. DYNIA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202779 Titre : Associations among autistic adults’ self-reported literacy ability, autism traits, and quality of life Type de document : texte imprimé Auteurs : Jaclyn M. DYNIA, Auteur ; Chandra A. LEBENHAGEN, Auteur ; Stephanie A. MALONE, Auteur ; Marleen WESTERVELD, Auteur ; Jessica PAYNTER, Auteur Article en page(s) : p.202779 Langues : Anglais (eng) Mots-clés : Literacy ability  Quality of life  Autism traits  Autistic adults Index. décimale : PER Périodiques Résumé : Purpose We sought to investigate autistic adults’ perceptions of their literacy skills and to examine if an association exists between these perceptions, autism traits, and Quality of Life (QoL). Methods Participants were 163 autistic adults who completed measures of their literacy-related abilities, autism traits, and QoL. Results Seventy-five percent of participants (n = 163) reported favorable perceptions of their literacy ability. Participants' literacy ability was positively associated with four QoL domains: physical health, psychological health, social relationships, and environment. Conclusion This study offers important insights for autistic individuals, researchers, educators, and clinicians as they seek ways to co-identify responsive and effective early literacy support to improve life outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202779 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Associations among autistic adults’ self-reported literacy ability, autism traits, and quality of life [texte imprimé] / Jaclyn M. DYNIA, Auteur ; Chandra A. LEBENHAGEN, Auteur ; Stephanie A. MALONE, Auteur ; Marleen WESTERVELD, Auteur ; Jessica PAYNTER, Auteur . - p.202779. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202779 Mots-clés : Literacy ability  Quality of life  Autism traits  Autistic adults Index. décimale : PER Périodiques Résumé : Purpose We sought to investigate autistic adults’ perceptions of their literacy skills and to examine if an association exists between these perceptions, autism traits, and Quality of Life (QoL). Methods Participants were 163 autistic adults who completed measures of their literacy-related abilities, autism traits, and QoL. Results Seventy-five percent of participants (n = 163) reported favorable perceptions of their literacy ability. Participants' literacy ability was positively associated with four QoL domains: physical health, psychological health, social relationships, and environment. Conclusion This study offers important insights for autistic individuals, researchers, educators, and clinicians as they seek ways to co-identify responsive and effective early literacy support to improve life outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202779 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Examining the psychometric properties of the childhood adversity and social stress questionnaire, self-report (CASSQ-SR) in emerging adults with varied autistic traits / Charlotte I. STEWARDSON in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202780 Titre : Examining the psychometric properties of the childhood adversity and social stress questionnaire, self-report (CASSQ-SR) in emerging adults with varied autistic traits Type de document : texte imprimé Auteurs : Charlotte I. STEWARDSON, Auteur ; Kate RHO, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Daniela J. PALOMBO, Auteur ; Connor M. KERNS, Auteur Article en page(s) : p.202780 Langues : Anglais (eng) Mots-clés : Neurodiversity  Autistic traits  ADHD traits  Trauma  Adversity  Assessment  Emerging adults Index. décimale : PER Périodiques Résumé : Background Neurodivergent individuals (i.e., those with autistic and attention-deficit/hyperactivity disorder [ADHD] traits) are at increased risk for stressful experiences (SE) and traumatic stress symptoms (TSS), yet traditional measures may not capture stressors and symptoms particularly relevant to this population. We evaluated the Childhood Adversity and Social Stress Questionnaire–Self Report (CASSQ-SR), a measure designed to assess traditional and autism-nominated SE and associated TSS in a community sample with varying levels of autistic traits (AT). Method 706 participants, aged 18–25 years, completed the CASSQ-SR as well as measures of AT, ADHD traits, and psychological distress. We examined psychometric properties of the CASSQ-SR SE and TSS subscales, frequency, timing, and impact of SE, and associations between AT, ADHD traits, and different SE types. Results The CASSQ-SR SE subscale demonstrated convergent and incremental validity; the TSS subscale demonstrated convergent and discriminant validity, and good fit to a four-factor PTSD model. Participants reported a broad range of SE, including stress arising from incongruities between autistic processing and the environment (e.g., social confusion, sensory distress) and varied forms of social exclusion (e.g., bullying, stigma). Standard adversities (e.g., abuse, neglect) were associated with ADHD traits, autistic incongruity SE linked to AT, and social exclusion SE independently associated with AT and ADHD traits. Conclusions Findings support the validity of the CASSQ-SR in assessing SE and TSS in emerging adults with varying AT levels and underscore the importance of considering different forms of neurodivergence in SE and TSS assessment. En ligne : https://doi.org/10.1016/j.reia.2025.202780 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Examining the psychometric properties of the childhood adversity and social stress questionnaire, self-report (CASSQ-SR) in emerging adults with varied autistic traits [texte imprimé] / Charlotte I. STEWARDSON, Auteur ; Kate RHO, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Daniela J. PALOMBO, Auteur ; Connor M. KERNS, Auteur . - p.202780. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202780 Mots-clés : Neurodiversity  Autistic traits  ADHD traits  Trauma  Adversity  Assessment  Emerging adults Index. décimale : PER Périodiques Résumé : Background Neurodivergent individuals (i.e., those with autistic and attention-deficit/hyperactivity disorder [ADHD] traits) are at increased risk for stressful experiences (SE) and traumatic stress symptoms (TSS), yet traditional measures may not capture stressors and symptoms particularly relevant to this population. We evaluated the Childhood Adversity and Social Stress Questionnaire–Self Report (CASSQ-SR), a measure designed to assess traditional and autism-nominated SE and associated TSS in a community sample with varying levels of autistic traits (AT). Method 706 participants, aged 18–25 years, completed the CASSQ-SR as well as measures of AT, ADHD traits, and psychological distress. We examined psychometric properties of the CASSQ-SR SE and TSS subscales, frequency, timing, and impact of SE, and associations between AT, ADHD traits, and different SE types. Results The CASSQ-SR SE subscale demonstrated convergent and incremental validity; the TSS subscale demonstrated convergent and discriminant validity, and good fit to a four-factor PTSD model. Participants reported a broad range of SE, including stress arising from incongruities between autistic processing and the environment (e.g., social confusion, sensory distress) and varied forms of social exclusion (e.g., bullying, stigma). Standard adversities (e.g., abuse, neglect) were associated with ADHD traits, autistic incongruity SE linked to AT, and social exclusion SE independently associated with AT and ADHD traits. Conclusions Findings support the validity of the CASSQ-SR in assessing SE and TSS in emerging adults with varying AT levels and underscore the importance of considering different forms of neurodivergence in SE and TSS assessment. En ligne : https://doi.org/10.1016/j.reia.2025.202780 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Loud and proud: Collective self-esteem is negatively associated with internalized stigma and minority stress. A mixed methods study of intersectional stigma among queer autistic adults from Poland / Anna PYSZKOWSKA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202781 Titre : Loud and proud: Collective self-esteem is negatively associated with internalized stigma and minority stress. A mixed methods study of intersectional stigma among queer autistic adults from Poland Type de document : texte imprimé Auteurs : Anna PYSZKOWSKA, Auteur ; Ari NOWACKI, Auteur ; Franciszek STEFANEK, Auteur Article en page(s) : p.202781 Langues : Anglais (eng) Mots-clés : Autism  Queer  Intersectional stigma  Collective self-esteem  Minority stress  Internalized stigma Index. décimale : PER Périodiques Résumé : Previous research shows a significant prevalence of autistic individuals who identify as LGBTQ+ or queer when compared to neurotypical peers. Both these populations may experience discrimination and stigma; therefore, autistic members of the LGBTQ+ community may experience intersectional stigma (having multiple marginalized identities) or invisibility (being omitted from the discourse). However, being a part of a minority group may lead to developing collective self-esteem, including pride and acceptance. Additionally, using symbols may be a significant communication tool among autistic individuals. The current study aimed to identify: 1) quantitative links between intersectional stigma (queer minority stress and internalized autism stigma), social camouflaging, collective self-esteem, and life satisfaction, and 2) qualitative themes regarding wearing visible queer symbols in an adult LGBTQ+ autistic population from Poland. One hundred thirty-four persons (including 59.70 % women) participated in the study, consisting of seven quantitative measurements and nine open-ended questions. Autism-related internalized stigma and queer minority stress exhibited significant associations, while life satisfaction was correlated with diminished internalized stigma and minority stress, higher collective self-esteem, and stigma resistance. 42.53 % of the respondents declared wearing visible queer symbols in public and answered open-ended questions that were thematically analyzed. Five themes were developed to capture their experiences, e.g., positive and negative aspects, symbols as social signaling, and community building. Lived experiences highlighted the significance of signaling one’s queer identity to their self-esteem, sense of pride, and as a tool for social communication. These qualitative results align with quantitative ones, deepening our understanding of queer autistic community. En ligne : https://doi.org/10.1016/j.reia.2025.202781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Loud and proud: Collective self-esteem is negatively associated with internalized stigma and minority stress. A mixed methods study of intersectional stigma among queer autistic adults from Poland [texte imprimé] / Anna PYSZKOWSKA, Auteur ; Ari NOWACKI, Auteur ; Franciszek STEFANEK, Auteur . - p.202781. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202781 Mots-clés : Autism  Queer  Intersectional stigma  Collective self-esteem  Minority stress  Internalized stigma Index. décimale : PER Périodiques Résumé : Previous research shows a significant prevalence of autistic individuals who identify as LGBTQ+ or queer when compared to neurotypical peers. Both these populations may experience discrimination and stigma; therefore, autistic members of the LGBTQ+ community may experience intersectional stigma (having multiple marginalized identities) or invisibility (being omitted from the discourse). However, being a part of a minority group may lead to developing collective self-esteem, including pride and acceptance. Additionally, using symbols may be a significant communication tool among autistic individuals. The current study aimed to identify: 1) quantitative links between intersectional stigma (queer minority stress and internalized autism stigma), social camouflaging, collective self-esteem, and life satisfaction, and 2) qualitative themes regarding wearing visible queer symbols in an adult LGBTQ+ autistic population from Poland. One hundred thirty-four persons (including 59.70 % women) participated in the study, consisting of seven quantitative measurements and nine open-ended questions. Autism-related internalized stigma and queer minority stress exhibited significant associations, while life satisfaction was correlated with diminished internalized stigma and minority stress, higher collective self-esteem, and stigma resistance. 42.53 % of the respondents declared wearing visible queer symbols in public and answered open-ended questions that were thematically analyzed. Five themes were developed to capture their experiences, e.g., positive and negative aspects, symbols as social signaling, and community building. Lived experiences highlighted the significance of signaling one’s queer identity to their self-esteem, sense of pride, and as a tool for social communication. These qualitative results align with quantitative ones, deepening our understanding of queer autistic community. En ligne : https://doi.org/10.1016/j.reia.2025.202781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Novel evidence from the confocal microscopy to support corneal nerve abnormality in autism / Yi-Ling CHIEN in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202784 Titre : Novel evidence from the confocal microscopy to support corneal nerve abnormality in autism Type de document : texte imprimé Auteurs : Yi-Ling CHIEN, Auteur ; Po-Ying WU, Auteur ; Chia-Chieh HSIAO, Auteur ; Jo-Hsuan WU, Auteur ; Ting CHENG, Auteur Article en page(s) : p.202784 Langues : Anglais (eng) Mots-clés : Autism  In vivo confocal microscopy  Bowman’s layer  Corneal innervation  Sensory behaviors  Small fiber Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Novel evidence from the confocal microscopy to support corneal nerve abnormality in autism [texte imprimé] / Yi-Ling CHIEN, Auteur ; Po-Ying WU, Auteur ; Chia-Chieh HSIAO, Auteur ; Jo-Hsuan WU, Auteur ; Ting CHENG, Auteur . - p.202784. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202784 Mots-clés : Autism  In vivo confocal microscopy  Bowman’s layer  Corneal innervation  Sensory behaviors  Small fiber Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580