Dépouillements

Exploring the Feasibility of Social Skills Programs for Autistic Youth Through Virtual Reality / Sunny KIM in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.851-864 Titre : Exploring the Feasibility of Social Skills Programs for Autistic Youth Through Virtual Reality Type de document : texte imprimé Auteurs : Sunny KIM, Auteur ; Amanda R. JOHNSON, Auteur ; Samara M. WOLPE, Auteur ; Elena VOLODINA, Auteur Article en page(s) : p.851-864 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many autistic individuals may desire support and services primarily in the areas of adaptive functioning and social well-being throughout their lifetime. There is a need for community-informed and person-centered social programs targeted for autistic adolescents and adults. New technology, such as virtual reality (VR), is being researched to assess the feasibility of providing therapeutic services to autistic individuals. This qualitative study aims to better understand and explore the perceptions of parents and autistic adolescents regarding social development and thoughts around social skills interventions delivered through technologies such as VR. Eight autistic adolescents between the ages of 12 to 17, and five parents participated across five focus groups. The focus group interviews were semi-structured, and qualitative data analysis was conducted through an open thematic approach and inductive coding process. Seven primary themes with sub-themes were identified throughout the focus group interview discussions: Social Skills of the participating autistic adolescents as reported by their parents and by self-report, Family Dynamics affecting social relationships within the family, Social Skills Goals both groups hoped to develop and improve, the existence and quality of In-Person vs. Online Friendships, Experience/Comfort With Technology, Openness to Virtual Environments, and Concerns for Virtual Environments. Researchers identified these themes across both parent and adolescent focus groups. This study provides guidance to the research community on investigating different innovative approaches for offering a social program that is supported by autistic individuals. En ligne : https://doi.org/10.1007/s10803-024-06571-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Exploring the Feasibility of Social Skills Programs for Autistic Youth Through Virtual Reality [texte imprimé] / Sunny KIM, Auteur ; Amanda R. JOHNSON, Auteur ; Samara M. WOLPE, Auteur ; Elena VOLODINA, Auteur . - p.851-864. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.851-864 Index. décimale : PER Périodiques Résumé : Many autistic individuals may desire support and services primarily in the areas of adaptive functioning and social well-being throughout their lifetime. There is a need for community-informed and person-centered social programs targeted for autistic adolescents and adults. New technology, such as virtual reality (VR), is being researched to assess the feasibility of providing therapeutic services to autistic individuals. This qualitative study aims to better understand and explore the perceptions of parents and autistic adolescents regarding social development and thoughts around social skills interventions delivered through technologies such as VR. Eight autistic adolescents between the ages of 12 to 17, and five parents participated across five focus groups. The focus group interviews were semi-structured, and qualitative data analysis was conducted through an open thematic approach and inductive coding process. Seven primary themes with sub-themes were identified throughout the focus group interview discussions: Social Skills of the participating autistic adolescents as reported by their parents and by self-report, Family Dynamics affecting social relationships within the family, Social Skills Goals both groups hoped to develop and improve, the existence and quality of In-Person vs. Online Friendships, Experience/Comfort With Technology, Openness to Virtual Environments, and Concerns for Virtual Environments. Researchers identified these themes across both parent and adolescent focus groups. This study provides guidance to the research community on investigating different innovative approaches for offering a social program that is supported by autistic individuals. En ligne : https://doi.org/10.1007/s10803-024-06571-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

The Mediating Role of Social Interactions and Early Psychopathological Symptoms in the Relationship Between Empathy and Prosociality in Young Children with ASD and Neurotypical Peers / Agnieszka LASOTA in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.865-877 Titre : The Mediating Role of Social Interactions and Early Psychopathological Symptoms in the Relationship Between Empathy and Prosociality in Young Children with ASD and Neurotypical Peers Type de document : texte imprimé Auteurs : Agnieszka LASOTA, Auteur Article en page(s) : p.865-877 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the relationship between empathy, prosocial behaviour, social interactions and early psychopathological symptoms (internalising and externalising behaviours) in children with autism spectrum disorder (ASD) and typically developing (TD) children. A total of 506 parents of children aged 18–48 months participated in this study. The parents of 92 children with ASD and 414 neurotypical children completed the Empathy Questionnaire, the Child Prosocial Behaviour Questionnaire, and the Emotional and Social Development Questionnaire. The results confirmed the direct relationship between empathy and prosocial behaviour in both groups. However, the findings showed a different pattern of the indirect relationship between empathy and prosociality through the social dimensions in the children with ASD compared to their typically developing peers. In the children with ASD, there was only one significant indirect path from empathy to prosocial behaviour – through internalising behaviours (anxiety). Anxiety also played a moderating role in this relationship. The higher the anxiety, the stronger the relationship between empathy and prosociality. In the neurotypical group, social interactions were a significant mediator, strengthening the relationship between empathy and prosocial behaviour. Externalising behaviours weakened this relationship. Intergroup and gender differences were also examined. These findings may have practical implications for social skills training programmes based on behavioural interventions by highlighting the importance of prosocial behaviour for social interaction and protection against psychopathological problems in children with autism and typically developing children. En ligne : https://doi.org/10.1007/s10803-024-06553-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] The Mediating Role of Social Interactions and Early Psychopathological Symptoms in the Relationship Between Empathy and Prosociality in Young Children with ASD and Neurotypical Peers [texte imprimé] / Agnieszka LASOTA, Auteur . - p.865-877. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.865-877 Index. décimale : PER Périodiques Résumé : This study examined the relationship between empathy, prosocial behaviour, social interactions and early psychopathological symptoms (internalising and externalising behaviours) in children with autism spectrum disorder (ASD) and typically developing (TD) children. A total of 506 parents of children aged 18–48 months participated in this study. The parents of 92 children with ASD and 414 neurotypical children completed the Empathy Questionnaire, the Child Prosocial Behaviour Questionnaire, and the Emotional and Social Development Questionnaire. The results confirmed the direct relationship between empathy and prosocial behaviour in both groups. However, the findings showed a different pattern of the indirect relationship between empathy and prosociality through the social dimensions in the children with ASD compared to their typically developing peers. In the children with ASD, there was only one significant indirect path from empathy to prosocial behaviour – through internalising behaviours (anxiety). Anxiety also played a moderating role in this relationship. The higher the anxiety, the stronger the relationship between empathy and prosociality. In the neurotypical group, social interactions were a significant mediator, strengthening the relationship between empathy and prosocial behaviour. Externalising behaviours weakened this relationship. Intergroup and gender differences were also examined. These findings may have practical implications for social skills training programmes based on behavioural interventions by highlighting the importance of prosocial behaviour for social interaction and protection against psychopathological problems in children with autism and typically developing children. En ligne : https://doi.org/10.1007/s10803-024-06553-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration / Lynn Kern KOEGEL in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.878-891 Titre : Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration Type de document : texte imprimé Auteurs : Lynn Kern KOEGEL, Auteur ; Daniel A. ABRAMS, Auteur ; Thuan N. TRAN, Auteur ; Robert L. KOEGEL, Auteur Article en page(s) : p.878-891 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Differences in social communication are common in highly verbal autistic adolescents and can interfere with development of friendships as well as lead to other co-occurring challenges. The purpose of this initial study was to assess whether targeted areas of social communication would improve following the implementation of a manualized social communication package with parent participation and school coordination. Autistic adolescents who demonstrated challenges with social communication participated in this study in the context of a rigorous concurrent multiple baseline experimental design. Weekly intervention targeting social communication was implemented over a period of six to seven weeks (depending on preintervention scores). Additionally, parents and participants completed standardized assessments of anxiety and depression and a post-intervention questionnaire was administered to assess their satisfaction with the intervention. This study demonstrated that social communication could be improved with a short-term intervention program with parent and school participation. All participants showed improvements in social communication, which was maintained at follow-up. Also, all participants and their parents reported high satisfaction with the program. These findings corroborate a growing literature base suggesting that support in the area of social communication is needed and can benefit autistic adolescents. En ligne : https://doi.org/10.1007/s10803-024-06545-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration [texte imprimé] / Lynn Kern KOEGEL, Auteur ; Daniel A. ABRAMS, Auteur ; Thuan N. TRAN, Auteur ; Robert L. KOEGEL, Auteur . - p.878-891. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.878-891 Index. décimale : PER Périodiques Résumé : Differences in social communication are common in highly verbal autistic adolescents and can interfere with development of friendships as well as lead to other co-occurring challenges. The purpose of this initial study was to assess whether targeted areas of social communication would improve following the implementation of a manualized social communication package with parent participation and school coordination. Autistic adolescents who demonstrated challenges with social communication participated in this study in the context of a rigorous concurrent multiple baseline experimental design. Weekly intervention targeting social communication was implemented over a period of six to seven weeks (depending on preintervention scores). Additionally, parents and participants completed standardized assessments of anxiety and depression and a post-intervention questionnaire was administered to assess their satisfaction with the intervention. This study demonstrated that social communication could be improved with a short-term intervention program with parent and school participation. All participants showed improvements in social communication, which was maintained at follow-up. Also, all participants and their parents reported high satisfaction with the program. These findings corroborate a growing literature base suggesting that support in the area of social communication is needed and can benefit autistic adolescents. En ligne : https://doi.org/10.1007/s10803-024-06545-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators / Mélina RIVARD in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.892-906 Titre : Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators Type de document : texte imprimé Auteurs : Mélina RIVARD, Auteur ; Justine GRENIER-MARTIN, Auteur ; Catherine MELLO, Auteur ; Carlos SANCHEZ, Auteur ; Diane MORIN, Auteur ; Jacques FORGET, Auteur ; Christine LEFEBVRE, Auteur ; Zakaria MESTARI, Auteur ; Josquin DUCHAINE, Auteur Article en page(s) : p.892-906 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Challenging behaviors in young children with autism and intellectual disabilities pose significant barriers to learning and inclusion. The Prevent-Teach-Reinforce for Young Children (PTR-YC) program is an evidence-based intervention that addresses these behaviors according to Positive Behavior Intervention Support principles. It is essential to assess the social validity of an intervention, when implemented into a public service system, to ensure sustainability and relevance to stakeholders. The present study aimed to document the social validity of PTR-YC from the point of view of three key informants: parents, practitioners, and administrators. Sixty-one participants were interviewed about their experience with PTR-YC (9 administrators, 31 practitioners, and 20 families). Semi-structured interviews assessed three fundamental components of social validity (Wolf, 1978): (a) social relevance of intervention goals, (b) social appropriateness of intervention procedures, and (c) social importance of intervention effects. Participants’ responses were subjected to thematic analysis. Intervention goals, namely family participation in the clinical process, strategies that focuses on prevention, and teaching alternative adaptive behaviors, were identified as relevant. Participants appreciated the program’s clear, structured, and turnkey clinical process, its parent-practitioner collaboration, and its consistency with practices already in place in the field. Positive instrumental outcomes (e.g., knowledge, competencies, self-efficacy) and ultimate outcomes (e.g., decrease in challenging behavior) of the intervention were reported on children, families, and practitioners. This study represents the first in-depth evaluation of the social validity of PTR-YC in specialized public services for autism and demonstrates its appropriateness for universal implementation in this sector. En ligne : https://doi.org/10.1007/s10803-024-06590-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Implementing a Positive Behavior Support Program for Young Children with Autism in Public Agencies: A Social Validity Evaluation from Parents, Practitioners, and Administrators [texte imprimé] / Mélina RIVARD, Auteur ; Justine GRENIER-MARTIN, Auteur ; Catherine MELLO, Auteur ; Carlos SANCHEZ, Auteur ; Diane MORIN, Auteur ; Jacques FORGET, Auteur ; Christine LEFEBVRE, Auteur ; Zakaria MESTARI, Auteur ; Josquin DUCHAINE, Auteur . - p.892-906. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.892-906 Index. décimale : PER Périodiques Résumé : Challenging behaviors in young children with autism and intellectual disabilities pose significant barriers to learning and inclusion. The Prevent-Teach-Reinforce for Young Children (PTR-YC) program is an evidence-based intervention that addresses these behaviors according to Positive Behavior Intervention Support principles. It is essential to assess the social validity of an intervention, when implemented into a public service system, to ensure sustainability and relevance to stakeholders. The present study aimed to document the social validity of PTR-YC from the point of view of three key informants: parents, practitioners, and administrators. Sixty-one participants were interviewed about their experience with PTR-YC (9 administrators, 31 practitioners, and 20 families). Semi-structured interviews assessed three fundamental components of social validity (Wolf, 1978): (a) social relevance of intervention goals, (b) social appropriateness of intervention procedures, and (c) social importance of intervention effects. Participants’ responses were subjected to thematic analysis. Intervention goals, namely family participation in the clinical process, strategies that focuses on prevention, and teaching alternative adaptive behaviors, were identified as relevant. Participants appreciated the program’s clear, structured, and turnkey clinical process, its parent-practitioner collaboration, and its consistency with practices already in place in the field. Positive instrumental outcomes (e.g., knowledge, competencies, self-efficacy) and ultimate outcomes (e.g., decrease in challenging behavior) of the intervention were reported on children, families, and practitioners. This study represents the first in-depth evaluation of the social validity of PTR-YC in specialized public services for autism and demonstrates its appropriateness for universal implementation in this sector. En ligne : https://doi.org/10.1007/s10803-024-06590-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Prevalence and Predictors of Stress Among Caregivers of Children with Developmental Disorders / Saman WAQAR in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.907-915 Titre : Prevalence and Predictors of Stress Among Caregivers of Children with Developmental Disorders Type de document : texte imprimé Auteurs : Saman WAQAR, Auteur ; Hayaa ALI, Auteur ; Eeman ALI, Auteur Article en page(s) : p.907-915 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Medical care advances pose challenges with rising caregiving costs and fewer informal caregivers, shifting healthcare responsibilities to families. Healthcare systems adapt to technological changes, stressing person-centered care but lack support for caregivers. Addressing parental stress is crucial, given its impact on both parent and child well-being, highlighting the necessity for customized support. The study aimed to evaluate caregivers’ perceived stress and its connection with socio-demographic factors and children’s characteristics. Conducted at a Rehabiltation Institute’s Psychology Outpatient Department, 200 mothers were enrolled using non-probability consecutive sampling. Ethical clearance was obtained, and demographic data were collected. The mean perceived stress score (PSS-10) was 31.94, indicating a positive correlation between stress and socio-demographic and disability-related variables. Significant differences in stress levels were observed between joint and nuclear family caregivers, p < .01, and those with daughters versus sons with disabilities < 0.001. Pearson’s correlation analysis revealed positive correlations between perceived stress and caregiver p = < 0.001 and child age p = < 0.001, number of children p = < 0.001, and time since diagnosis p = < 0.001, with negative correlations with caregiver education p = < .001and income p = < 0.001. Multiple linear regression indicated that caregiver and child age, time since diagnosis, and the number of children positively predicted while income and education of the caregiver negatively predicted perceived stress. No significant association was found between other variables like family volunteers’ education, disability type, and caregiver stress. Caregivers exhibited high perceived stress levels, highlighting the reciprocal relationship between child characteristics and parental stress, emphasizing the need for comprehensive family interventions. En ligne : https://doi.org/10.1007/s10803-024-06598-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Prevalence and Predictors of Stress Among Caregivers of Children with Developmental Disorders [texte imprimé] / Saman WAQAR, Auteur ; Hayaa ALI, Auteur ; Eeman ALI, Auteur . - p.907-915. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.907-915 Index. décimale : PER Périodiques Résumé : Medical care advances pose challenges with rising caregiving costs and fewer informal caregivers, shifting healthcare responsibilities to families. Healthcare systems adapt to technological changes, stressing person-centered care but lack support for caregivers. Addressing parental stress is crucial, given its impact on both parent and child well-being, highlighting the necessity for customized support. The study aimed to evaluate caregivers’ perceived stress and its connection with socio-demographic factors and children’s characteristics. Conducted at a Rehabiltation Institute’s Psychology Outpatient Department, 200 mothers were enrolled using non-probability consecutive sampling. Ethical clearance was obtained, and demographic data were collected. The mean perceived stress score (PSS-10) was 31.94, indicating a positive correlation between stress and socio-demographic and disability-related variables. Significant differences in stress levels were observed between joint and nuclear family caregivers, p < .01, and those with daughters versus sons with disabilities < 0.001. Pearson’s correlation analysis revealed positive correlations between perceived stress and caregiver p = < 0.001 and child age p = < 0.001, number of children p = < 0.001, and time since diagnosis p = < 0.001, with negative correlations with caregiver education p = < .001and income p = < 0.001. Multiple linear regression indicated that caregiver and child age, time since diagnosis, and the number of children positively predicted while income and education of the caregiver negatively predicted perceived stress. No significant association was found between other variables like family volunteers’ education, disability type, and caregiver stress. Caregivers exhibited high perceived stress levels, highlighting the reciprocal relationship between child characteristics and parental stress, emphasizing the need for comprehensive family interventions. En ligne : https://doi.org/10.1007/s10803-024-06598-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Black Caregiver Perspectives During a Developmental Diagnostic Interview / Lillian THOMPSON BROWN in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.916-932 Titre : Black Caregiver Perspectives During a Developmental Diagnostic Interview Type de document : texte imprimé Auteurs : Lillian THOMPSON BROWN, Auteur ; Danai KASAMBIRA FANNIN, Auteur ; Ann LAMPTEY, Auteur ; Thelma E. UZONYI, Auteur ; Jamie N. PEARSON, Auteur Article en page(s) : p.916-932 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite increasing autism prevalence rates across racial and ethnic groups, research has traditionally overlooked the influence of culture on developmental diagnostic conversations. Addressing this gap in research is crucial to understanding and mitigating potential disparities in diagnostic experiences, especially among Black caregivers. Black caregivers encounter frustration and discrimination during the diagnostic process, citing dismissiveness and a lack of cultural competence from healthcare providers. To address these issues, this study centers the perspectives of Black caregivers as they participate in a developmental diagnostic program for toddlers under three years of age. This retrospective qualitative study, conducted exclusively by a Black research team, involved nineteen Black caregivers of thirteen toddlers as they participated in semi-structured interviews conducted by a multidisciplinary clinical team. The research team employed a conceptual content analysis to examine caregivers' descriptions of their children's behaviors and characteristics, as well as the factors and experiences associated with their descriptions. Caregivers provided distinct descriptions of behaviors and characteristics in the categories of language and communication, learning, and temperament, associating them with situational and dispositional factors and experiences. The findings offer valuable insights for implementing culturally responsive diagnostic practices. Additionally, these results may enhance the quality of caregiver-provider interactions during developmental assessment, leading to earlier and more accurate diagnoses for Black children. En ligne : https://doi.org/10.1007/s10803-024-06615-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Black Caregiver Perspectives During a Developmental Diagnostic Interview [texte imprimé] / Lillian THOMPSON BROWN, Auteur ; Danai KASAMBIRA FANNIN, Auteur ; Ann LAMPTEY, Auteur ; Thelma E. UZONYI, Auteur ; Jamie N. PEARSON, Auteur . - p.916-932. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.916-932 Index. décimale : PER Périodiques Résumé : Despite increasing autism prevalence rates across racial and ethnic groups, research has traditionally overlooked the influence of culture on developmental diagnostic conversations. Addressing this gap in research is crucial to understanding and mitigating potential disparities in diagnostic experiences, especially among Black caregivers. Black caregivers encounter frustration and discrimination during the diagnostic process, citing dismissiveness and a lack of cultural competence from healthcare providers. To address these issues, this study centers the perspectives of Black caregivers as they participate in a developmental diagnostic program for toddlers under three years of age. This retrospective qualitative study, conducted exclusively by a Black research team, involved nineteen Black caregivers of thirteen toddlers as they participated in semi-structured interviews conducted by a multidisciplinary clinical team. The research team employed a conceptual content analysis to examine caregivers' descriptions of their children's behaviors and characteristics, as well as the factors and experiences associated with their descriptions. Caregivers provided distinct descriptions of behaviors and characteristics in the categories of language and communication, learning, and temperament, associating them with situational and dispositional factors and experiences. The findings offer valuable insights for implementing culturally responsive diagnostic practices. Additionally, these results may enhance the quality of caregiver-provider interactions during developmental assessment, leading to earlier and more accurate diagnoses for Black children. En ligne : https://doi.org/10.1007/s10803-024-06615-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Therapist-Reported Adaptations to an Autism Intervention: Family-Level Predictors and Associations with Fidelity / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.933-944 Titre : Therapist-Reported Adaptations to an Autism Intervention: Family-Level Predictors and Associations with Fidelity Type de document : texte imprimé Auteurs : Barbara CAPLAN, Auteur ; Colby CHLEBOWSKI, Auteur ; Teresa LIND, Auteur ; Elizabeth RANGEL, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.933-944 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to: (1) confirm the factor structure of a therapist-report measure of adaptations to an autism evidence-based intervention (EBI), (2) identify predictors of adaptation types, and (3) examine associations of adaptation types with observed therapist fidelity. Participants included a subset of therapists (N = 70; 31.4% Hispanic), autistic children (N = 79; ages 5–13 years; 57.0% Hispanic), and their caregivers (N = 77; 54.5% Hispanic), who participated in the training condition of a community effectiveness trial of An Individualized Mental Health Intervention for Autism (AIM HI). Families reported demographics and completed assessments of child functioning and caregiver strain at baseline. Therapists submitted video recordings of psychotherapy sessions during EBI training, which were later coded for fidelity by independent raters. Therapists completed the Adaptations to Evidence-Based Practices Scale at the end of the 6-month training period. Multi-level confirmatory factor analysis yielded two adaptation types consistent with prior research: Augmenting and Reducing/Reordering adaptations. In multi-level models, higher Augmenting adaptations were associated with lower child cognitive functioning (B= -0.01, p < .05), higher child autism characteristics (B = 0.01, p < .05), and Non-Hispanic White caregiver ethnicity (B = − 0.17, p < .01). Higher Reducing/Reordering adaptations were associated with Non-Hispanic White caregiver race/ethnicity only (B = − 0.33, p < .01). There were no significant associations between therapist-reported adaptations and observed fidelity. This study further supports Augmenting and Reducing/Reordering as distinct subtypes of adaptations with unique predictors. Therapists likely adapt AIM HI to tailor the EBI to individual client needs and do so in ways that do not appear to interfere with fidelity. En ligne : https://doi.org/10.1007/s10803-024-06603-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Therapist-Reported Adaptations to an Autism Intervention: Family-Level Predictors and Associations with Fidelity [texte imprimé] / Barbara CAPLAN, Auteur ; Colby CHLEBOWSKI, Auteur ; Teresa LIND, Auteur ; Elizabeth RANGEL, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.933-944. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.933-944 Index. décimale : PER Périodiques Résumé : The purpose of this study was to: (1) confirm the factor structure of a therapist-report measure of adaptations to an autism evidence-based intervention (EBI), (2) identify predictors of adaptation types, and (3) examine associations of adaptation types with observed therapist fidelity. Participants included a subset of therapists (N = 70; 31.4% Hispanic), autistic children (N = 79; ages 5–13 years; 57.0% Hispanic), and their caregivers (N = 77; 54.5% Hispanic), who participated in the training condition of a community effectiveness trial of An Individualized Mental Health Intervention for Autism (AIM HI). Families reported demographics and completed assessments of child functioning and caregiver strain at baseline. Therapists submitted video recordings of psychotherapy sessions during EBI training, which were later coded for fidelity by independent raters. Therapists completed the Adaptations to Evidence-Based Practices Scale at the end of the 6-month training period. Multi-level confirmatory factor analysis yielded two adaptation types consistent with prior research: Augmenting and Reducing/Reordering adaptations. In multi-level models, higher Augmenting adaptations were associated with lower child cognitive functioning (B= -0.01, p < .05), higher child autism characteristics (B = 0.01, p < .05), and Non-Hispanic White caregiver ethnicity (B = − 0.17, p < .01). Higher Reducing/Reordering adaptations were associated with Non-Hispanic White caregiver race/ethnicity only (B = − 0.33, p < .01). There were no significant associations between therapist-reported adaptations and observed fidelity. This study further supports Augmenting and Reducing/Reordering as distinct subtypes of adaptations with unique predictors. Therapists likely adapt AIM HI to tailor the EBI to individual client needs and do so in ways that do not appear to interfere with fidelity. En ligne : https://doi.org/10.1007/s10803-024-06603-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

A Multi-Method Approach for the Identification of Social Functioning Profiles in Autistic Adolescents and Young Adults Without Intellectual Disability / Julie HUSMANN in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.945-959 Titre : A Multi-Method Approach for the Identification of Social Functioning Profiles in Autistic Adolescents and Young Adults Without Intellectual Disability Type de document : texte imprimé Auteurs : Julie HUSMANN, Auteur ; Clémence FELLER, Auteur ; Laura ILEN, Auteur ; Maude SCHNEIDER, Auteur Article en page(s) : p.945-959 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Given the diverse nature of the autism spectrum and the complex, context-dependent nature of Social Functioning (SF), this study aims to delineate profiles of SF in young people with autism. Using a multi-method approach, it aims to gain a comprehensive understanding of social difficulties in people with ASD. This study also examines the co-occurrence of mental health issues within these profiles, which can exacerbate social impairments. This understanding is essential for designing interventions and support systems tailored to the specific needs of people with ASD. 49 autistic individuals aged 12 to 30, without intellectual disability were recruited. A combination of measures was used to thoroughly assess SF. Latent profile analysis was employed to identify distinct profiles of social functioning. A control group of 60 non-autistic people served as a reference for these profiles. Mental health difficulties were evaluated through clinical interviews and questionnaires. Two profiles of SF were identified, illustrating two ways of managing the cost of social interactions. Compared to controls, one was more socially withdrawn, spending more time alone, while the other spent a similar amount of time alone but interacted less with others. A different prevalence of mental health problems was observed within these profiles. This study highlighted two SF profiles in young people with ASD, revealing different approaches to managing social interactions. These results show that people with ASD do not have uniform strengths and difficulties of SF, and that mental health problems exert a significant influence on different aspects of SF. En ligne : https://doi.org/10.1007/s10803-024-06607-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] A Multi-Method Approach for the Identification of Social Functioning Profiles in Autistic Adolescents and Young Adults Without Intellectual Disability [texte imprimé] / Julie HUSMANN, Auteur ; Clémence FELLER, Auteur ; Laura ILEN, Auteur ; Maude SCHNEIDER, Auteur . - p.945-959. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.945-959 Index. décimale : PER Périodiques Résumé : Given the diverse nature of the autism spectrum and the complex, context-dependent nature of Social Functioning (SF), this study aims to delineate profiles of SF in young people with autism. Using a multi-method approach, it aims to gain a comprehensive understanding of social difficulties in people with ASD. This study also examines the co-occurrence of mental health issues within these profiles, which can exacerbate social impairments. This understanding is essential for designing interventions and support systems tailored to the specific needs of people with ASD. 49 autistic individuals aged 12 to 30, without intellectual disability were recruited. A combination of measures was used to thoroughly assess SF. Latent profile analysis was employed to identify distinct profiles of social functioning. A control group of 60 non-autistic people served as a reference for these profiles. Mental health difficulties were evaluated through clinical interviews and questionnaires. Two profiles of SF were identified, illustrating two ways of managing the cost of social interactions. Compared to controls, one was more socially withdrawn, spending more time alone, while the other spent a similar amount of time alone but interacted less with others. A different prevalence of mental health problems was observed within these profiles. This study highlighted two SF profiles in young people with ASD, revealing different approaches to managing social interactions. These results show that people with ASD do not have uniform strengths and difficulties of SF, and that mental health problems exert a significant influence on different aspects of SF. En ligne : https://doi.org/10.1007/s10803-024-06607-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Processing of Emotional Words in Children and Adolescents with Autism Spectrum Disorders / Pei-wen YEH in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.960-973 Titre : Processing of Emotional Words in Children and Adolescents with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Pei-wen YEH, Auteur ; Chung-Hsin CHIANG, Auteur ; Chia-Ying LEE, Auteur Article en page(s) : p.960-973 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulties in understanding emotional language, but little research has discussed the developmental course of the processing of emotional words in the clinical population. Previous studies have revealed distinct processing for emotion-label (e.g., happiness) and emotion-laden (e.g., birthday) words in typically developing (TD) children and adolescents. Extending these findings, the study used event-related potentials (ERPs) to explore the processing of these two types of emotional words in children and adolescents with ASD. The stimuli included two-character Chinese words with factors of word type (emotion-label versus emotion-laden) and valence (positive versus negative). The participants were 11 to 14-year-old children and adolescents with ASD (N = 23) and age-matched TD peers (N = 23). They categorized emotion valence for words while their brain responses were recorded. Both the TD and the ASD groups exhibited emotional processing for all emotional words across the N400 and late positivity component (LPC). The emotional processing was modulated by word type but varied with group and valence. A trend for group differences was observed in processing positive words at 500–600 ms. In particular, the emotion effects of positive emotion-label words were positively correlated with social dysfunction across all participants. These findings suggested that children and adolescents with ASD have a selective impairment in understanding emotional concepts from language. The ERP measurements may reflect atypical emotional word processing for individuals with higher autistic severity in positive valence contexts. En ligne : https://doi.org/10.1007/s10803-024-06592-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Processing of Emotional Words in Children and Adolescents with Autism Spectrum Disorders [texte imprimé] / Pei-wen YEH, Auteur ; Chung-Hsin CHIANG, Auteur ; Chia-Ying LEE, Auteur . - p.960-973. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.960-973 Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulties in understanding emotional language, but little research has discussed the developmental course of the processing of emotional words in the clinical population. Previous studies have revealed distinct processing for emotion-label (e.g., happiness) and emotion-laden (e.g., birthday) words in typically developing (TD) children and adolescents. Extending these findings, the study used event-related potentials (ERPs) to explore the processing of these two types of emotional words in children and adolescents with ASD. The stimuli included two-character Chinese words with factors of word type (emotion-label versus emotion-laden) and valence (positive versus negative). The participants were 11 to 14-year-old children and adolescents with ASD (N = 23) and age-matched TD peers (N = 23). They categorized emotion valence for words while their brain responses were recorded. Both the TD and the ASD groups exhibited emotional processing for all emotional words across the N400 and late positivity component (LPC). The emotional processing was modulated by word type but varied with group and valence. A trend for group differences was observed in processing positive words at 500–600 ms. In particular, the emotion effects of positive emotion-label words were positively correlated with social dysfunction across all participants. These findings suggested that children and adolescents with ASD have a selective impairment in understanding emotional concepts from language. The ERP measurements may reflect atypical emotional word processing for individuals with higher autistic severity in positive valence contexts. En ligne : https://doi.org/10.1007/s10803-024-06592-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

A Comprehensive Investigation of Social Anxiety and Social Evaluative Stress in Autistic Children and Adolescents and Specific Learning Disorders / Rachele LIEVORE in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.974-991 Titre : A Comprehensive Investigation of Social Anxiety and Social Evaluative Stress in Autistic Children and Adolescents and Specific Learning Disorders Type de document : texte imprimé Auteurs : Rachele LIEVORE, Auteur ; Antonio MAFFEI, Auteur ; Paola SESSA, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.974-991 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim was to investigate trait social anxiety and social evaluative stress in autistic children and adolescents and Specific Learning Disorders (SLD). This was done by evaluating behavioral, subjective, and autonomic responses to the Trier Social Stress Test (TSST). Study 1 included 280 children and adolescents: 60 autistic without intellectual disability (ID), 70 SLD, and 150 non-diagnosed (ND) peers. Study 2 involved 55 participants: 15 autistic without ID, 15 SLD, and 20 ND. The sample was predominantly male. In Study 1, behavioral (quality of public speech) and subjective (valence, arousal, perceived competence, and worries) aspects of social stress were examined. Study 2 expands upon the first study, as physiological responses to social stress were also measured. Trait social anxiety was investigated using both parents’ and children’s reports in the two studies. Parents of autistic participants and with SLD reported higher trait social anxiety in their children than the parents of ND. No differences emerged from the participants’ self-reports, though those autistic and with SLD were assigned lower scores in the public speech quality than ND. Autistic children and adolescents reported lower arousal and higher perceived competence than ND, while those with SLD reported a lower perception of competence. Autistic participants had a decreased cardiac reactivity across the TSST when compared to SLD and ND. Our findings show unique patterns of responses within each group, confirming that the combined investigation of trait anxiety and social stress responses could be a valuable insight in research and clinical practice. En ligne : https://doi.org/10.1007/s10803-024-06624-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] A Comprehensive Investigation of Social Anxiety and Social Evaluative Stress in Autistic Children and Adolescents and Specific Learning Disorders [texte imprimé] / Rachele LIEVORE, Auteur ; Antonio MAFFEI, Auteur ; Paola SESSA, Auteur ; Irene C. MAMMARELLA, Auteur . - p.974-991. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.974-991 Index. décimale : PER Périodiques Résumé : The aim was to investigate trait social anxiety and social evaluative stress in autistic children and adolescents and Specific Learning Disorders (SLD). This was done by evaluating behavioral, subjective, and autonomic responses to the Trier Social Stress Test (TSST). Study 1 included 280 children and adolescents: 60 autistic without intellectual disability (ID), 70 SLD, and 150 non-diagnosed (ND) peers. Study 2 involved 55 participants: 15 autistic without ID, 15 SLD, and 20 ND. The sample was predominantly male. In Study 1, behavioral (quality of public speech) and subjective (valence, arousal, perceived competence, and worries) aspects of social stress were examined. Study 2 expands upon the first study, as physiological responses to social stress were also measured. Trait social anxiety was investigated using both parents’ and children’s reports in the two studies. Parents of autistic participants and with SLD reported higher trait social anxiety in their children than the parents of ND. No differences emerged from the participants’ self-reports, though those autistic and with SLD were assigned lower scores in the public speech quality than ND. Autistic children and adolescents reported lower arousal and higher perceived competence than ND, while those with SLD reported a lower perception of competence. Autistic participants had a decreased cardiac reactivity across the TSST when compared to SLD and ND. Our findings show unique patterns of responses within each group, confirming that the combined investigation of trait anxiety and social stress responses could be a valuable insight in research and clinical practice. En ligne : https://doi.org/10.1007/s10803-024-06624-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Visual Working Memory in Adolescents with Autism Spectrum Disorder / Mackenzie N. CISSNE in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.992-1002 Titre : Visual Working Memory in Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mackenzie N. CISSNE, Auteur ; Katherine R. BELLESHEIM, Auteur ; Nelson COWAN, Auteur ; Shawn E. CHRIST, Auteur Article en page(s) : p.992-1002 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) may experience working memory (WM) problems, but the nature of the underlying disruption remains unknown. A recent study (Bodner et al. 2019) found that young adults with ASD experienced intact WM capacity but disruptions in their ability to efficiently filter and allocate attention. The goal of the present study was to extend this work and evaluate potential disruptions in WM capacity and attentional allocation ability in adolescents with ASD. A sample of 38 adolescents with ASD and 39 adolescents without ASD aged 11–15 years completed a computerized WM task. In brief, participants were shown visual arrays consisting of four or six colored stimuli (circles and squares). After a short delay, memory for one of the stimuli was probed. Importantly, participants were informed beforehand that one of the shapes (e.g., circles) was more likely to be probed compared to the other shape (e.g., squares) – thus making it strategically beneficial to focus primarily on the high frequency shapes. The ASD group demonstrated overall lower WM capacity compared to the non-ASD group. However, no group differences were seen in attentional allocation. There was also no evidence of sex-related differences in WM performance in adolescents with ASD. Taken together with previous findings, the current results suggest that adolescents with ASD show disruptions in WM capacity that are resolved by adulthood. Future longitudinal research is needed to further disentangle the component processes of WM and the developmental trajectories of these components. En ligne : https://doi.org/10.1007/s10803-024-06600-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Visual Working Memory in Adolescents with Autism Spectrum Disorder [texte imprimé] / Mackenzie N. CISSNE, Auteur ; Katherine R. BELLESHEIM, Auteur ; Nelson COWAN, Auteur ; Shawn E. CHRIST, Auteur . - p.992-1002. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.992-1002 Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) may experience working memory (WM) problems, but the nature of the underlying disruption remains unknown. A recent study (Bodner et al. 2019) found that young adults with ASD experienced intact WM capacity but disruptions in their ability to efficiently filter and allocate attention. The goal of the present study was to extend this work and evaluate potential disruptions in WM capacity and attentional allocation ability in adolescents with ASD. A sample of 38 adolescents with ASD and 39 adolescents without ASD aged 11–15 years completed a computerized WM task. In brief, participants were shown visual arrays consisting of four or six colored stimuli (circles and squares). After a short delay, memory for one of the stimuli was probed. Importantly, participants were informed beforehand that one of the shapes (e.g., circles) was more likely to be probed compared to the other shape (e.g., squares) – thus making it strategically beneficial to focus primarily on the high frequency shapes. The ASD group demonstrated overall lower WM capacity compared to the non-ASD group. However, no group differences were seen in attentional allocation. There was also no evidence of sex-related differences in WM performance in adolescents with ASD. Taken together with previous findings, the current results suggest that adolescents with ASD show disruptions in WM capacity that are resolved by adulthood. Future longitudinal research is needed to further disentangle the component processes of WM and the developmental trajectories of these components. En ligne : https://doi.org/10.1007/s10803-024-06600-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Gray Matter Volume Correlates of Co-Occurring Depression in Autism Spectrum Disorder / Dolcy DHAR in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1003-1016 Titre : Gray Matter Volume Correlates of Co-Occurring Depression in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Dolcy DHAR, Auteur ; Manasi CHATURVEDI, Auteur ; Saanvi SEHWAG, Auteur ; Chehak MALHOTRA, Auteur ; UDIT, Auteur ; Chetan SARAF, Auteur ; Mrinmoy CHAKRABARTY, Auteur Article en page(s) : p.1003-1016 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) involves neurodevelopmental syndromes with significant deficits in communication, motor behaviors, emotional and social comprehension. Often, individuals with ASD exhibit co-occurring depression characterized by a change in mood and diminished interest in previously enjoyable activities. Due to communicative challenges and a lack of appropriate assessments in this cohort, co-occurring depression can often go undiagnosed during routine clinical examinations and, thus, its management neglected. The literature on co-occurring depression in adults with ASD is limited. Therefore, understanding the neural basis of the co-occurring psychopathology of depression in ASD is crucial for identifying brain-based markers for its timely and effective management. Using structural MRI and phenotypic data from the Autism Brain Imaging Data Exchange (ABIDE II) repository, we examined the pattern of relationship regional grey matter volume (rGMV) has with co-occurring depression and autism severity within regions of a priori interest in adults with ASD (n = 44; age = 17–28 years). Further, we performed an exploratory analysis of the rGMV differences between ASD and matched typically developed (TD, n = 39; age = 18–31 years) samples. The severity of co-occurring depression correlated negatively with the rGMV of the right thalamus. Additionally, a significant interaction was evident between the severity of co-occurring depression and core ASD symptoms towards explaining the rGMV in the left cerebellum crus II. The results further the understanding of the neurobiological underpinnings of co-occurring depression in adults with ASD towards exploring neuroimaging-based biomarkers in the same cohort. En ligne : https://doi.org/10.1007/s10803-024-06602-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Gray Matter Volume Correlates of Co-Occurring Depression in Autism Spectrum Disorder [texte imprimé] / Dolcy DHAR, Auteur ; Manasi CHATURVEDI, Auteur ; Saanvi SEHWAG, Auteur ; Chehak MALHOTRA, Auteur ; UDIT, Auteur ; Chetan SARAF, Auteur ; Mrinmoy CHAKRABARTY, Auteur . - p.1003-1016. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1003-1016 Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) involves neurodevelopmental syndromes with significant deficits in communication, motor behaviors, emotional and social comprehension. Often, individuals with ASD exhibit co-occurring depression characterized by a change in mood and diminished interest in previously enjoyable activities. Due to communicative challenges and a lack of appropriate assessments in this cohort, co-occurring depression can often go undiagnosed during routine clinical examinations and, thus, its management neglected. The literature on co-occurring depression in adults with ASD is limited. Therefore, understanding the neural basis of the co-occurring psychopathology of depression in ASD is crucial for identifying brain-based markers for its timely and effective management. Using structural MRI and phenotypic data from the Autism Brain Imaging Data Exchange (ABIDE II) repository, we examined the pattern of relationship regional grey matter volume (rGMV) has with co-occurring depression and autism severity within regions of a priori interest in adults with ASD (n = 44; age = 17–28 years). Further, we performed an exploratory analysis of the rGMV differences between ASD and matched typically developed (TD, n = 39; age = 18–31 years) samples. The severity of co-occurring depression correlated negatively with the rGMV of the right thalamus. Additionally, a significant interaction was evident between the severity of co-occurring depression and core ASD symptoms towards explaining the rGMV in the left cerebellum crus II. The results further the understanding of the neurobiological underpinnings of co-occurring depression in adults with ASD towards exploring neuroimaging-based biomarkers in the same cohort. En ligne : https://doi.org/10.1007/s10803-024-06602-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Developmental and Psychiatric Conditions Among 5–7 Year Old Children with Non-persistent and Persistent Autism / Elizabeth HARSTAD in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1017-1026 Titre : Developmental and Psychiatric Conditions Among 5–7 Year Old Children with Non-persistent and Persistent Autism Type de document : texte imprimé Auteurs : Elizabeth HARSTAD, Auteur ; Maya GOLDEN, Auteur ; Georgios SIDERIDIS, Auteur ; Stephanie J. BREWSTER, Auteur ; William BARBARESI, Auteur Article en page(s) : p.1017-1026 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To describe the types and frequency of developmental and psychiatric conditions (DPCs) in early school-age children who were diagnosed with ASD as toddlers and to compare rates of DPCs in children whose ASD persists (“persistent ASD”) versus those in whom it does not (“non-persistent ASD”). Children with a clinical ASD diagnosis at 12–36 months old underwent a research assessment at 5–7 years old. Research assessments included measures of ASD symptoms and cognitive and adaptive functioning. A research psychologist assigned an ASD diagnosis (yes or no) based on the child’s current functioning. Information about DPCs was obtained from parent and/or research psychologist report. Intellectual disability was defined as cognitive standard score < 70. Of the 213 children diagnosed with ASD at initial clinical assessment, at the research assessment 134 (62.6%) had persistent ASD and 79 (37%) had non-persistent ASD. Overall, the most common DPCs were ADHD (n = 58; 27.2%); speech disorder (n = 46; 21.6%); and intellectual disability (n = 46; 21.6%). Of children with non-persistent ASD, 29.1% had ≥ 1 DPC, and 19% had ADHD. Children with persistent ASD were over 5 times more likely (OR = 5.72) to have an additional DPC, compared to those with non-persistent ASD. Children with non-persistent ASD may manifest several different DPCs, with an increased rate of ADHD compared to population norms. Children with persistent ASD have higher rates of DPCs than those with non-persistent ASD. Follow-up care for children diagnosed with ASD at a young age should include assessment for other DPCs. En ligne : https://doi.org/10.1007/s10803-024-06628-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Developmental and Psychiatric Conditions Among 5–7 Year Old Children with Non-persistent and Persistent Autism [texte imprimé] / Elizabeth HARSTAD, Auteur ; Maya GOLDEN, Auteur ; Georgios SIDERIDIS, Auteur ; Stephanie J. BREWSTER, Auteur ; William BARBARESI, Auteur . - p.1017-1026. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1017-1026 Index. décimale : PER Périodiques Résumé : To describe the types and frequency of developmental and psychiatric conditions (DPCs) in early school-age children who were diagnosed with ASD as toddlers and to compare rates of DPCs in children whose ASD persists (“persistent ASD”) versus those in whom it does not (“non-persistent ASD”). Children with a clinical ASD diagnosis at 12–36 months old underwent a research assessment at 5–7 years old. Research assessments included measures of ASD symptoms and cognitive and adaptive functioning. A research psychologist assigned an ASD diagnosis (yes or no) based on the child’s current functioning. Information about DPCs was obtained from parent and/or research psychologist report. Intellectual disability was defined as cognitive standard score < 70. Of the 213 children diagnosed with ASD at initial clinical assessment, at the research assessment 134 (62.6%) had persistent ASD and 79 (37%) had non-persistent ASD. Overall, the most common DPCs were ADHD (n = 58; 27.2%); speech disorder (n = 46; 21.6%); and intellectual disability (n = 46; 21.6%). Of children with non-persistent ASD, 29.1% had ≥ 1 DPC, and 19% had ADHD. Children with persistent ASD were over 5 times more likely (OR = 5.72) to have an additional DPC, compared to those with non-persistent ASD. Children with non-persistent ASD may manifest several different DPCs, with an increased rate of ADHD compared to population norms. Children with persistent ASD have higher rates of DPCs than those with non-persistent ASD. Follow-up care for children diagnosed with ASD at a young age should include assessment for other DPCs. En ligne : https://doi.org/10.1007/s10803-024-06628-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Gastrointestinal, Behaviour and Anxiety Outcomes in Autistic Children Following an Open Label, Randomised Pilot Study of Synbiotics vs Synbiotics and Gut-Directed Hypnotherapy / Leanne K. MITCHELL in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1027-1045 Titre : Gastrointestinal, Behaviour and Anxiety Outcomes in Autistic Children Following an Open Label, Randomised Pilot Study of Synbiotics vs Synbiotics and Gut-Directed Hypnotherapy Type de document : texte imprimé Auteurs : Leanne K. MITCHELL, Auteur ; Helen S. HEUSSLER, Auteur ; Christopher J. BURGESS, Auteur ; Ateequr REHMAN, Auteur ; Robert E. STEINERT, Auteur ; Peter S. W. DAVIES, Auteur Article en page(s) : p.1027-1045 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Alterations of the microbiome-gut-brain (MGB) axis have been associated with autism spectrum disorder (ASD) and disorders of gut-brain interaction (DGBI). DGBI are highly prevalent in autistic children and are associated with worsening behaviour and anxiety. Treatments such as probiotics, prebiotics and gut-directed hypnotherapy (GDH) have shown efficacy in improving gut symptoms in children. The primary objective of the study was to compare changes in gastrointestinal (GI) scores following a 12-week intervention of synbiotics (prebiotic + probiotic) +/- GDH with a follow-up at 24 weeks. Secondary objectives included changes in behavioural and anxiety symptoms, while changes in gut microbiome composition were assessed as an exploratory objective. Children diagnosed with ASD aged 5.00-10.99 years (n = 40) were recruited and randomised (1:1) to a 12-week intervention of either synbiotics (SYN group) or synbiotics + GDH (COM group). Both the SYN and COM group experienced significant reductions in total GI scores post-intervention and at follow-up (p < 0.001), with no superiority of the COM treatment over the SYN treatment. The COM group showed beneficial reductions in anxiety scores (p = 0.002) and irritability behaviours (p < 0.001) which were not present in the SYN group. At follow-up, only those in the COM group maintained significant reductions in GI pain scores (p < 0.001). There were significant changes in gut microbiota such as increases in Bifidobacterium animalis and Dialister in both groups over time. In conclusion, synbiotics with or without GDH may help support standard care for autistic children who suffer comorbid DGBI. The trial was prospectively registered at clinicialtrials.gov on 16 November 2020 (NCTO4639141). En ligne : https://doi.org/10.1007/s10803-024-06588-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Gastrointestinal, Behaviour and Anxiety Outcomes in Autistic Children Following an Open Label, Randomised Pilot Study of Synbiotics vs Synbiotics and Gut-Directed Hypnotherapy [texte imprimé] / Leanne K. MITCHELL, Auteur ; Helen S. HEUSSLER, Auteur ; Christopher J. BURGESS, Auteur ; Ateequr REHMAN, Auteur ; Robert E. STEINERT, Auteur ; Peter S. W. DAVIES, Auteur . - p.1027-1045. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1027-1045 Index. décimale : PER Périodiques Résumé : Alterations of the microbiome-gut-brain (MGB) axis have been associated with autism spectrum disorder (ASD) and disorders of gut-brain interaction (DGBI). DGBI are highly prevalent in autistic children and are associated with worsening behaviour and anxiety. Treatments such as probiotics, prebiotics and gut-directed hypnotherapy (GDH) have shown efficacy in improving gut symptoms in children. The primary objective of the study was to compare changes in gastrointestinal (GI) scores following a 12-week intervention of synbiotics (prebiotic + probiotic) +/- GDH with a follow-up at 24 weeks. Secondary objectives included changes in behavioural and anxiety symptoms, while changes in gut microbiome composition were assessed as an exploratory objective. Children diagnosed with ASD aged 5.00-10.99 years (n = 40) were recruited and randomised (1:1) to a 12-week intervention of either synbiotics (SYN group) or synbiotics + GDH (COM group). Both the SYN and COM group experienced significant reductions in total GI scores post-intervention and at follow-up (p < 0.001), with no superiority of the COM treatment over the SYN treatment. The COM group showed beneficial reductions in anxiety scores (p = 0.002) and irritability behaviours (p < 0.001) which were not present in the SYN group. At follow-up, only those in the COM group maintained significant reductions in GI pain scores (p < 0.001). There were significant changes in gut microbiota such as increases in Bifidobacterium animalis and Dialister in both groups over time. In conclusion, synbiotics with or without GDH may help support standard care for autistic children who suffer comorbid DGBI. The trial was prospectively registered at clinicialtrials.gov on 16 November 2020 (NCTO4639141). En ligne : https://doi.org/10.1007/s10803-024-06588-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Evaluation of a Visual Cognitive Style in Autism: A Cluster Analysis / Clara BLED in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1046-1057 Titre : Evaluation of a Visual Cognitive Style in Autism: A Cluster Analysis Type de document : texte imprimé Auteurs : Clara BLED, Auteur ; Q. GUILLON, Auteur ; L. MOTTRON, Auteur ; I. SOULIERES, Auteur ; L. BOUVET, Auteur Article en page(s) : p.1046-1057 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Cognitive style refers to how individuals perceive their environment and solve problems. Among various cognitive styles documented, verbal and visual styles, including object versus spatial cognition, have been widely studied. “Thinking in pictures” is often associated with autism and characterized by enhanced performance and autonomy of certain perceptual areas. This study aimed to characterize the cognitive style of autistic individuals, focusing on this visual “thinking in pictures” style. We assessed 43 autistic and 42 non-autistic adults using the Object Spatial Imagery Verbal Questionnaire to evaluate three dimensions of their cognitive style: visual object, visual spatial, and verbal. Using a cluster analysis, we identified cognitive style profiles. We then examined manifestations of cognitive style within these profiles, including mental imagery abilities (with the Mental Rotation Test), the vividness of mental images (with the Vividness of Visual Imagery Questionnaire), language abilities (with the Mill Hill vocabulary test), and synesthetic experiences. Our results revealed three distinct cognitive profiles: a visual profile characterized by significant mental imagery and vivid mental images, a visuo-spatial profile associated with strong abilities to manipulate mental images but lower vividness of mental images, and a verbal profile with lower spatial imagery and manipulation abilities. While all profiles were observed in autistic individuals, the visual cognitive profile was the most common. Additionally, we found synesthesia to be more prevalent in the autistic population compared to the non-autistic population. This study confirms that, while not exclusive, a visual cognitive style is prevalent among autistic individuals. En ligne : https://doi.org/10.1007/s10803-024-06616-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Evaluation of a Visual Cognitive Style in Autism: A Cluster Analysis [texte imprimé] / Clara BLED, Auteur ; Q. GUILLON, Auteur ; L. MOTTRON, Auteur ; I. SOULIERES, Auteur ; L. BOUVET, Auteur . - p.1046-1057. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1046-1057 Index. décimale : PER Périodiques Résumé : Cognitive style refers to how individuals perceive their environment and solve problems. Among various cognitive styles documented, verbal and visual styles, including object versus spatial cognition, have been widely studied. “Thinking in pictures” is often associated with autism and characterized by enhanced performance and autonomy of certain perceptual areas. This study aimed to characterize the cognitive style of autistic individuals, focusing on this visual “thinking in pictures” style. We assessed 43 autistic and 42 non-autistic adults using the Object Spatial Imagery Verbal Questionnaire to evaluate three dimensions of their cognitive style: visual object, visual spatial, and verbal. Using a cluster analysis, we identified cognitive style profiles. We then examined manifestations of cognitive style within these profiles, including mental imagery abilities (with the Mental Rotation Test), the vividness of mental images (with the Vividness of Visual Imagery Questionnaire), language abilities (with the Mill Hill vocabulary test), and synesthetic experiences. Our results revealed three distinct cognitive profiles: a visual profile characterized by significant mental imagery and vivid mental images, a visuo-spatial profile associated with strong abilities to manipulate mental images but lower vividness of mental images, and a verbal profile with lower spatial imagery and manipulation abilities. While all profiles were observed in autistic individuals, the visual cognitive profile was the most common. Additionally, we found synesthesia to be more prevalent in the autistic population compared to the non-autistic population. This study confirms that, while not exclusive, a visual cognitive style is prevalent among autistic individuals. En ligne : https://doi.org/10.1007/s10803-024-06616-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Exploring Personality Profiles as a Source of Phenotypic Diversity in Autistic Children and Adolescents / Margo M. J. DEWITTE in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1058-1073 Titre : Exploring Personality Profiles as a Source of Phenotypic Diversity in Autistic Children and Adolescents Type de document : texte imprimé Auteurs : Margo M. J. DEWITTE, Auteur ; Petra WARREYN, Auteur ; Peter PRINZIE, Auteur ; Sarah S. W. DE PAUW, Auteur Article en page(s) : p.1058-1073 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study adopts a person-centered approach to evaluate personality diversity as a source of interpersonal variability in autistic children and adolescents, and how personality subgroup membership relates to variability in autistic characteristics, social-emotional presentations, and parenting outcomes. Latent Profile Analysis was used to analyze 569 parent reports on a child-based Five-Factor-Model personality measure (aged 6–18 years; Mage = 11.8 years, SD = 3.1; 70% boys). Four distinct personality profile groups were identified, showing varying levels in the low to average range of all five personality domains. All groups scored lowest on Extraversion and Emotional Stability. They differed the most in Imagination and the least in Emotional Stability. Group 1 (n = 72) exhibited the lowest mean-level scores on all five domains, whereas Group 4 (n = 90) had the highest domain scores. Group 2 (n = 307) and Group 3 (n = 100) showed more diverse patterns. Group membership was meaningfully associated with variation in characteristics of social interaction and communication, internalizing, externalizing, and attentional problems, psychosocial strengths, and positive parenting strategies. Only modest group differences were found in parenting stress. All groups had similar scores on repetitive and restrictive behaviors. These findings help to better understand and support natural subgroups within the autism phenotype by exploring shared personality attributes. En ligne : https://doi.org/10.1007/s10803-024-06625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Exploring Personality Profiles as a Source of Phenotypic Diversity in Autistic Children and Adolescents [texte imprimé] / Margo M. J. DEWITTE, Auteur ; Petra WARREYN, Auteur ; Peter PRINZIE, Auteur ; Sarah S. W. DE PAUW, Auteur . - p.1058-1073. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1058-1073 Index. décimale : PER Périodiques Résumé : This study adopts a person-centered approach to evaluate personality diversity as a source of interpersonal variability in autistic children and adolescents, and how personality subgroup membership relates to variability in autistic characteristics, social-emotional presentations, and parenting outcomes. Latent Profile Analysis was used to analyze 569 parent reports on a child-based Five-Factor-Model personality measure (aged 6–18 years; Mage = 11.8 years, SD = 3.1; 70% boys). Four distinct personality profile groups were identified, showing varying levels in the low to average range of all five personality domains. All groups scored lowest on Extraversion and Emotional Stability. They differed the most in Imagination and the least in Emotional Stability. Group 1 (n = 72) exhibited the lowest mean-level scores on all five domains, whereas Group 4 (n = 90) had the highest domain scores. Group 2 (n = 307) and Group 3 (n = 100) showed more diverse patterns. Group membership was meaningfully associated with variation in characteristics of social interaction and communication, internalizing, externalizing, and attentional problems, psychosocial strengths, and positive parenting strategies. Only modest group differences were found in parenting stress. All groups had similar scores on repetitive and restrictive behaviors. These findings help to better understand and support natural subgroups within the autism phenotype by exploring shared personality attributes. En ligne : https://doi.org/10.1007/s10803-024-06625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review / Beatrice RAGAGLIA in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1074-1097 Titre : Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review Type de document : texte imprimé Auteurs : Beatrice RAGAGLIA, Auteur ; Ilaria TROVATO, Auteur ; Daniela BULGARELLI, Auteur Article en page(s) : p.1074-1097 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This systematic review expands the current knowledge about Peer-Mediated Interventions (PMIs) for children with Autism Spectrum Disorder, focusing exclusively on primary school age (6–12 years). The study has three aims: (1) describing the main features of the PMI programs; (2) discussing the PMIs efficacy on autistic children’s social skills; (3) analyzing whether the PMIs were coherent with the bio-psycho-social model promoted by the International Classification of Functioning, Disability and Health (ICF) classification system, by referring to the person-environment interaction and to the concepts of body functions and structures, environmental factors, and activity and participation. The systematic review followed the PRISMA-P method. The literature search was conducted in August 2024 through PsycInfo, PsycArticles, Education Source, and PubMed databases. A total of 558 articles were generated; 1 study was later added. Twenty-four articles were finally included. Most of the studies used a multiple baseline design across subjects and proved to be effective. Yet, only 5 studies included a follow-up assessment, which showed contrasting results. PMIs partly fit the ICF bio-psycho-social vision, even if they were not designed for this purpose. Our analysis arises from the belief that systematically including the perspective of individual-environment interaction could better guarantee the intervention efficacy. En ligne : https://doi.org/10.1007/s10803-024-06604-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Peer-Mediated Social Skills Interventions in Primary School Settings for Autistic Children in the Light of the ICF Bio-psycho-social Model. A Systematic Review [texte imprimé] / Beatrice RAGAGLIA, Auteur ; Ilaria TROVATO, Auteur ; Daniela BULGARELLI, Auteur . - p.1074-1097. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1074-1097 Index. décimale : PER Périodiques Résumé : This systematic review expands the current knowledge about Peer-Mediated Interventions (PMIs) for children with Autism Spectrum Disorder, focusing exclusively on primary school age (6–12 years). The study has three aims: (1) describing the main features of the PMI programs; (2) discussing the PMIs efficacy on autistic children’s social skills; (3) analyzing whether the PMIs were coherent with the bio-psycho-social model promoted by the International Classification of Functioning, Disability and Health (ICF) classification system, by referring to the person-environment interaction and to the concepts of body functions and structures, environmental factors, and activity and participation. The systematic review followed the PRISMA-P method. The literature search was conducted in August 2024 through PsycInfo, PsycArticles, Education Source, and PubMed databases. A total of 558 articles were generated; 1 study was later added. Twenty-four articles were finally included. Most of the studies used a multiple baseline design across subjects and proved to be effective. Yet, only 5 studies included a follow-up assessment, which showed contrasting results. PMIs partly fit the ICF bio-psycho-social vision, even if they were not designed for this purpose. Our analysis arises from the belief that systematically including the perspective of individual-environment interaction could better guarantee the intervention efficacy. En ligne : https://doi.org/10.1007/s10803-024-06604-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Disparities in Receipt of Early Intervention Services by Toddlers with Autism Diagnoses: an Intersectional Latent Class Analysis of Demographic Factors / Nora L. PORTILLO in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1098-1114 Titre : Disparities in Receipt of Early Intervention Services by Toddlers with Autism Diagnoses: an Intersectional Latent Class Analysis of Demographic Factors Type de document : texte imprimé Auteurs : Nora L. PORTILLO, Auteur ; Looknoo Patcharapon THAMMATHORN, Auteur ; Luisa María BUITRAGO, Auteur ; Alice S. CARTER, Auteur ; Radley Christopher SHELDRICK, Auteur ; Abbey EISENHOWER, Auteur Article en page(s) : p.1098-1114 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined receipt of general early intervention services and autism-specific specialized services across demographic groups among toddlers with autism diagnoses who were receiving Part C Early Intervention (EI). Latent class analysis (n = 508) identified five demographically distinct subgroups associated with intersecting marginalization and privilege. Analyses of longitudinal parent interviews (n = 225) revealed service receipt disparities across these demographically distinct latent classes; children from White, U.S. born, English-proficient parents with incomes above poverty level received more EI services (M = 12.0 h/week) than other subgroups, with children from Latiné immigrant families receiving the fewest hours (M = 6.9 h/week). Across all groups, average intervention hours were 8.8 h/week. Despite early identification, racial, ethnic, and other sociodemographic disparities were evident in receipt of Part C Early Intervention services, indicating the need to address barriers to equitable care. En ligne : https://doi.org/10.1007/s10803-024-06613-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Disparities in Receipt of Early Intervention Services by Toddlers with Autism Diagnoses: an Intersectional Latent Class Analysis of Demographic Factors [texte imprimé] / Nora L. PORTILLO, Auteur ; Looknoo Patcharapon THAMMATHORN, Auteur ; Luisa María BUITRAGO, Auteur ; Alice S. CARTER, Auteur ; Radley Christopher SHELDRICK, Auteur ; Abbey EISENHOWER, Auteur . - p.1098-1114. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1098-1114 Index. décimale : PER Périodiques Résumé : We examined receipt of general early intervention services and autism-specific specialized services across demographic groups among toddlers with autism diagnoses who were receiving Part C Early Intervention (EI). Latent class analysis (n = 508) identified five demographically distinct subgroups associated with intersecting marginalization and privilege. Analyses of longitudinal parent interviews (n = 225) revealed service receipt disparities across these demographically distinct latent classes; children from White, U.S. born, English-proficient parents with incomes above poverty level received more EI services (M = 12.0 h/week) than other subgroups, with children from Latiné immigrant families receiving the fewest hours (M = 6.9 h/week). Across all groups, average intervention hours were 8.8 h/week. Despite early identification, racial, ethnic, and other sociodemographic disparities were evident in receipt of Part C Early Intervention services, indicating the need to address barriers to equitable care. En ligne : https://doi.org/10.1007/s10803-024-06613-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

“I’m His Voice”: Parent Perspectives on Obtaining an Autism Diagnosis and Services and the Influence of Personal and Cultural Factors / Corinna J. REA in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1115-1130 Titre : “I’m His Voice”: Parent Perspectives on Obtaining an Autism Diagnosis and Services and the Influence of Personal and Cultural Factors Type de document : texte imprimé Auteurs : Corinna J. REA, Auteur ; Kayla LESCH, Auteur ; Barbara HERNANDEZ, Auteur ; Makeyla HAYES, Auteur ; Eli SPRECHER, Auteur ; Alexandra EPEE-BOUNYA, Auteur ; Kimberly WILSON, Auteur ; Snehal N. SHAH, Auteur Article en page(s) : p.1115-1130 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To assess caregiver-reported barriers and facilitators to receiving a diagnosis of Autism Spectrum Disorder (ASD) and accessing services as well as the influence of personal and cultural factors.Participants included 29 parents whose children had been diagnosed with ASD between January 2019 and November 2021 while receiving primary care at one of two urban, hospital-affiliated clinics. Semi-structured interviews and surveys were conducted between May 2022 and June 2023 in both English and Spanish. Transcripts were coded and themes developed using thematic content analysis. In the survey portion of the study, 80% of parents said the experience of getting the diagnosis was “very easy/somewhat easy,” while 28% of parents said the process of accessing autism services was “very difficult.” Four general categories emerged from the qualitative analysis: (1) experience getting the diagnosis, (2) service navigation after diagnosis, (3) need for parent advocacy, and (4) perception of condition by others. Parents generally reported positive experiences with their pediatricians, but some felt their concerns were discounted due to personal factors. The most common frustration expressed was difficulty accessing Applied Behavior Analysis therapy after a diagnosis due to long waiting lists, staff turnover and poor quality. Many parents felt that it would be helpful to have a family navigator to assist with paperwork, insurance complexities, and service access. Parents reported many challenges obtaining an autism diagnosis as well as accessing services. Widespread system change will be required to meet the needs of families equitably and effectively. En ligne : https://doi.org/10.1007/s10803-024-06556-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] “I’m His Voice”: Parent Perspectives on Obtaining an Autism Diagnosis and Services and the Influence of Personal and Cultural Factors [texte imprimé] / Corinna J. REA, Auteur ; Kayla LESCH, Auteur ; Barbara HERNANDEZ, Auteur ; Makeyla HAYES, Auteur ; Eli SPRECHER, Auteur ; Alexandra EPEE-BOUNYA, Auteur ; Kimberly WILSON, Auteur ; Snehal N. SHAH, Auteur . - p.1115-1130. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1115-1130 Index. décimale : PER Périodiques Résumé : To assess caregiver-reported barriers and facilitators to receiving a diagnosis of Autism Spectrum Disorder (ASD) and accessing services as well as the influence of personal and cultural factors.Participants included 29 parents whose children had been diagnosed with ASD between January 2019 and November 2021 while receiving primary care at one of two urban, hospital-affiliated clinics. Semi-structured interviews and surveys were conducted between May 2022 and June 2023 in both English and Spanish. Transcripts were coded and themes developed using thematic content analysis. In the survey portion of the study, 80% of parents said the experience of getting the diagnosis was “very easy/somewhat easy,” while 28% of parents said the process of accessing autism services was “very difficult.” Four general categories emerged from the qualitative analysis: (1) experience getting the diagnosis, (2) service navigation after diagnosis, (3) need for parent advocacy, and (4) perception of condition by others. Parents generally reported positive experiences with their pediatricians, but some felt their concerns were discounted due to personal factors. The most common frustration expressed was difficulty accessing Applied Behavior Analysis therapy after a diagnosis due to long waiting lists, staff turnover and poor quality. Many parents felt that it would be helpful to have a family navigator to assist with paperwork, insurance complexities, and service access. Parents reported many challenges obtaining an autism diagnosis as well as accessing services. Widespread system change will be required to meet the needs of families equitably and effectively. En ligne : https://doi.org/10.1007/s10803-024-06556-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

An Empirical Qualitative Investigation into Psychosexual Development in and Sex Education for Autistic Youth: Insights from Autistic and Non-Autistic Young Adults / Tasha T. W. AU YEUNG in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1131-1149 Titre : An Empirical Qualitative Investigation into Psychosexual Development in and Sex Education for Autistic Youth: Insights from Autistic and Non-Autistic Young Adults Type de document : texte imprimé Auteurs : Tasha T. W. AU YEUNG, Auteur ; Marshall M. C. HUI, Auteur ; Karson T. F. KUNG, Auteur Article en page(s) : p.1131-1149 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study was designed to examine autistic and non-autistic young adults’ lived experience in psychosexual development and sex education and to solicit recommendations on how to improve sex education programs. Participants included 10 autistic young adults and 10 non-autistic young adults aged 18 to 24 years. The two groups were matched for sex and education level. One-on-one semi-structured interviews were conducted. Participants’ responses were analyzed using comparative interpretative phenomenological analysis. Four superordinate themes emerged: (1) “Who am I as a sexual being”; (2) Making sense of psychosexual development; (3) Sources of information; and (4) “Dear developers of sex education programs”. Most autistic participants shared feelings of intense anxiety about romantic and sexual relationships, in part due to anticipated difficulties in social communication. Interestingly, although interview questions mostly focused on sex and adolescence, issues surrounding romantic relationships and their links to current self-concept were prominent themes in many autistic participants’ responses, suggesting that autism-friendly sex education programs need to address issues related to romance and should target not only adolescents but also young adults. Also, autistic participants learned from peer interactions within the autistic community, highlighting the importance of facilitating peer exchanges and continuous learning beyond completing a program. Regarding delivery format, autistic participants valued concreteness and a mixed-sex small-group setting, and recommended using visual cues, real life examples, and role play. Autistic individuals have unmet psychosexual educational needs. Further research may consider their needs, lived experience, and recommendations when developing new autism-friendly sex education programs. En ligne : https://doi.org/10.1007/s10803-024-06622-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] An Empirical Qualitative Investigation into Psychosexual Development in and Sex Education for Autistic Youth: Insights from Autistic and Non-Autistic Young Adults [texte imprimé] / Tasha T. W. AU YEUNG, Auteur ; Marshall M. C. HUI, Auteur ; Karson T. F. KUNG, Auteur . - p.1131-1149. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1131-1149 Index. décimale : PER Périodiques Résumé : The present study was designed to examine autistic and non-autistic young adults’ lived experience in psychosexual development and sex education and to solicit recommendations on how to improve sex education programs. Participants included 10 autistic young adults and 10 non-autistic young adults aged 18 to 24 years. The two groups were matched for sex and education level. One-on-one semi-structured interviews were conducted. Participants’ responses were analyzed using comparative interpretative phenomenological analysis. Four superordinate themes emerged: (1) “Who am I as a sexual being”; (2) Making sense of psychosexual development; (3) Sources of information; and (4) “Dear developers of sex education programs”. Most autistic participants shared feelings of intense anxiety about romantic and sexual relationships, in part due to anticipated difficulties in social communication. Interestingly, although interview questions mostly focused on sex and adolescence, issues surrounding romantic relationships and their links to current self-concept were prominent themes in many autistic participants’ responses, suggesting that autism-friendly sex education programs need to address issues related to romance and should target not only adolescents but also young adults. Also, autistic participants learned from peer interactions within the autistic community, highlighting the importance of facilitating peer exchanges and continuous learning beyond completing a program. Regarding delivery format, autistic participants valued concreteness and a mixed-sex small-group setting, and recommended using visual cues, real life examples, and role play. Autistic individuals have unmet psychosexual educational needs. Further research may consider their needs, lived experience, and recommendations when developing new autism-friendly sex education programs. En ligne : https://doi.org/10.1007/s10803-024-06622-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

“It’s Really Complicated”: Engaging Key Stakeholders to Inform a Novel Parent-led Sexual Health Education Program for Autistic Youth / Kelly T. COSGROVE in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1150-1162 Titre : “It’s Really Complicated”: Engaging Key Stakeholders to Inform a Novel Parent-led Sexual Health Education Program for Autistic Youth Type de document : texte imprimé Auteurs : Kelly T. COSGROVE, Auteur ; Caitlin MIDDLETON, Auteur ; Talia G. THOMPSON, Auteur ; Brian BE, Auteur ; Lindsey DEVRIES, Auteur Article en page(s) : p.1150-1162 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic adolescents frequently encounter difficulties in managing changes associated with puberty, sexuality, and relationships, and parents may be a useful source of sexual and reproductive health education (SRE) for this population. Despite this, few evidence-based programs exist to support parents in this role. Thus, there is a need for the development of such programs, particularly those incorporating the lived experiences of key stakeholders. The present qualitative investigation aimed to determine the SRE needs of autistic youth and to inform a novel, parent-led SRE program. Data were collected through semi-structured interviews conducted with two rounds of focus groups with two stakeholder groups: parents of autistic children (N = 4) and adult autistic self-advocates (N = 4). Focus groups were recorded and transcribed verbatim. The research team conducted rapid qualitative analysis on all four transcripts, and major findings were summarized and triangulated across groups. Four overarching themes were identified: “Empower parents as educators,” “Individualize supports and education,” “Consider cultural and intersecting identities,” and “Prioritize safety.” Parents can serve a primary role in providing SRE to autistic youth and would likely benefit from participating in a tailored program that prioritizes safety and considers the influence of culture and other aspects of identity on content delivery. Future research on the implementation of such a program is needed. En ligne : https://doi.org/10.1007/s10803-024-06620-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] “It’s Really Complicated”: Engaging Key Stakeholders to Inform a Novel Parent-led Sexual Health Education Program for Autistic Youth [texte imprimé] / Kelly T. COSGROVE, Auteur ; Caitlin MIDDLETON, Auteur ; Talia G. THOMPSON, Auteur ; Brian BE, Auteur ; Lindsey DEVRIES, Auteur . - p.1150-1162. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1150-1162 Index. décimale : PER Périodiques Résumé : Autistic adolescents frequently encounter difficulties in managing changes associated with puberty, sexuality, and relationships, and parents may be a useful source of sexual and reproductive health education (SRE) for this population. Despite this, few evidence-based programs exist to support parents in this role. Thus, there is a need for the development of such programs, particularly those incorporating the lived experiences of key stakeholders. The present qualitative investigation aimed to determine the SRE needs of autistic youth and to inform a novel, parent-led SRE program. Data were collected through semi-structured interviews conducted with two rounds of focus groups with two stakeholder groups: parents of autistic children (N = 4) and adult autistic self-advocates (N = 4). Focus groups were recorded and transcribed verbatim. The research team conducted rapid qualitative analysis on all four transcripts, and major findings were summarized and triangulated across groups. Four overarching themes were identified: “Empower parents as educators,” “Individualize supports and education,” “Consider cultural and intersecting identities,” and “Prioritize safety.” Parents can serve a primary role in providing SRE to autistic youth and would likely benefit from participating in a tailored program that prioritizes safety and considers the influence of culture and other aspects of identity on content delivery. Future research on the implementation of such a program is needed. En ligne : https://doi.org/10.1007/s10803-024-06620-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Sleep Problems in Children with ADHD: Associations with Internalizing Symptoms and Physical Activity / Xiao LIANG in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1163-1172 Titre : Sleep Problems in Children with ADHD: Associations with Internalizing Symptoms and Physical Activity Type de document : texte imprimé Auteurs : Xiao LIANG, Auteur ; Mengping ZHAO, Auteur ; Li SU, Auteur ; Justin A. HAEGELE, Auteur ; Richard H. XU, Auteur ; Jiayue LI, Auteur ; Jinxian GUO, Auteur ; Andy Choi-Yeung TSE, Auteur ; Shirley X. LI, Auteur ; David H. K. SHUM, Auteur Article en page(s) : p.1163-1172 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with attention deficit hyperactivity disorder (ADHD) experience high rates of sleep problems and are at increased risk for developing internalizing problems. This study aimed to examine the association of sleep problems and physical activity with internalizing symptoms in children with ADHD. This cross-sectional study included 188 children with ADHD (M age = 8.60 ± 1.38, 78.7% boys). Self-reported questionnaires were used to assess sleep problems (Pittsburgh Sleep Quality Index [PSQI]) and internalizing symptoms (Depression Anxiety Stress Scale 21 [DASS 21]). The presence of sleep problems was defined as a PSQI score > 5. Physical activity was recorded by an ActiGraph GT9X Link accelerometer for 7 consecutive days. In total, 111 children with ADHD presented with sleep problems (59%). Compared with their counterparts without sleep problems, children with sleep problems spent less time in daily moderator-to-vigorous physical activity (MVPA) (F = 15.35, η2 = .079), had a lower proportion of meeting the WHO-recommended 60 min of daily MVPA guideline (F = 9.57, η2 = .050), and showed more internalizing symptoms: depression (F = 10.09, η2 = .053), anxiety (F = 15.84, η2 = .081), and stress (F = 6.98, η2 = .037). BMI, daytime dysfunction of PSQI, and MVPA guideline attainment were significantly associated with internalizing symptoms in children with ADHD. Daytime dysfunction of PSQI is associated with more severe internalizing symptoms, and MVPA guideline attainment may reduce the likelihood of developing depression and anxiety in children with ADHD. Future studies are needed to examine the long-term effects of sleep on internalizing symptoms and the effects of PA-based interventions on sleep and internalizing symptoms in children with ADHD, respectively. En ligne : https://doi.org/10.1007/s10803-024-06623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Sleep Problems in Children with ADHD: Associations with Internalizing Symptoms and Physical Activity [texte imprimé] / Xiao LIANG, Auteur ; Mengping ZHAO, Auteur ; Li SU, Auteur ; Justin A. HAEGELE, Auteur ; Richard H. XU, Auteur ; Jiayue LI, Auteur ; Jinxian GUO, Auteur ; Andy Choi-Yeung TSE, Auteur ; Shirley X. LI, Auteur ; David H. K. SHUM, Auteur . - p.1163-1172. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1163-1172 Index. décimale : PER Périodiques Résumé : Children with attention deficit hyperactivity disorder (ADHD) experience high rates of sleep problems and are at increased risk for developing internalizing problems. This study aimed to examine the association of sleep problems and physical activity with internalizing symptoms in children with ADHD. This cross-sectional study included 188 children with ADHD (M age = 8.60 ± 1.38, 78.7% boys). Self-reported questionnaires were used to assess sleep problems (Pittsburgh Sleep Quality Index [PSQI]) and internalizing symptoms (Depression Anxiety Stress Scale 21 [DASS 21]). The presence of sleep problems was defined as a PSQI score > 5. Physical activity was recorded by an ActiGraph GT9X Link accelerometer for 7 consecutive days. In total, 111 children with ADHD presented with sleep problems (59%). Compared with their counterparts without sleep problems, children with sleep problems spent less time in daily moderator-to-vigorous physical activity (MVPA) (F = 15.35, η2 = .079), had a lower proportion of meeting the WHO-recommended 60 min of daily MVPA guideline (F = 9.57, η2 = .050), and showed more internalizing symptoms: depression (F = 10.09, η2 = .053), anxiety (F = 15.84, η2 = .081), and stress (F = 6.98, η2 = .037). BMI, daytime dysfunction of PSQI, and MVPA guideline attainment were significantly associated with internalizing symptoms in children with ADHD. Daytime dysfunction of PSQI is associated with more severe internalizing symptoms, and MVPA guideline attainment may reduce the likelihood of developing depression and anxiety in children with ADHD. Future studies are needed to examine the long-term effects of sleep on internalizing symptoms and the effects of PA-based interventions on sleep and internalizing symptoms in children with ADHD, respectively. En ligne : https://doi.org/10.1007/s10803-024-06623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Sociodemographic and Clinical Profile of 915 Autistic Preschoolers Engaged in Intensive Early Intervention in Australia / Jessica MEAD in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1173-1184 Titre : Sociodemographic and Clinical Profile of 915 Autistic Preschoolers Engaged in Intensive Early Intervention in Australia Type de document : texte imprimé Auteurs : Jessica MEAD, Auteur ; Tae-Jun LEE, Auteur ; Ashleigh BULLOT, Auteur Article en page(s) : p.1173-1184 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a paucity of information on the sociodemographic and clinical characteristics of autistic children with high support needs. This study aims to address this gap by profiling a cohort of 915 children enrolled in full-time early intervention for autism spectrum disorder (ASD) in Australia between 2012 and 2024. Intake questionnaires assessed the sociodemographic characteristics of families entering the service. Clinical measures included the Autism Diagnostic Observation Schedule (2nd ed.), Mullen Scales of Early Learning, and Vineland Adaptive Behaviour Scale (2nd and 3rd eds.). Family measures included the Parenting Stress Index (4th ed., Short Form) and Autism Family Experience Questionnaire. Results indicated a male to female ratio of 3.8:1, clear delays from the age of first concern to diagnosis and intervention, and notable proportions of culturally diverse families. While clinical data indicated cognitive and adaptive deficits beyond findings in other ASD studies, measures of stress and family experiences were comparable to other autism literature. By reporting these findings, this study aims to facilitate a more informed, tailored and nuanced approach to addressing the unique challenges faced by autistic children with high support needs. The scope and limitations of this cohort are discussed. En ligne : https://doi.org/10.1007/s10803-024-06606-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Sociodemographic and Clinical Profile of 915 Autistic Preschoolers Engaged in Intensive Early Intervention in Australia [texte imprimé] / Jessica MEAD, Auteur ; Tae-Jun LEE, Auteur ; Ashleigh BULLOT, Auteur . - p.1173-1184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1173-1184 Index. décimale : PER Périodiques Résumé : There is a paucity of information on the sociodemographic and clinical characteristics of autistic children with high support needs. This study aims to address this gap by profiling a cohort of 915 children enrolled in full-time early intervention for autism spectrum disorder (ASD) in Australia between 2012 and 2024. Intake questionnaires assessed the sociodemographic characteristics of families entering the service. Clinical measures included the Autism Diagnostic Observation Schedule (2nd ed.), Mullen Scales of Early Learning, and Vineland Adaptive Behaviour Scale (2nd and 3rd eds.). Family measures included the Parenting Stress Index (4th ed., Short Form) and Autism Family Experience Questionnaire. Results indicated a male to female ratio of 3.8:1, clear delays from the age of first concern to diagnosis and intervention, and notable proportions of culturally diverse families. While clinical data indicated cognitive and adaptive deficits beyond findings in other ASD studies, measures of stress and family experiences were comparable to other autism literature. By reporting these findings, this study aims to facilitate a more informed, tailored and nuanced approach to addressing the unique challenges faced by autistic children with high support needs. The scope and limitations of this cohort are discussed. En ligne : https://doi.org/10.1007/s10803-024-06606-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Psychometric Properties of the Chinese Version of the Psy-Flex Among Parents of Children with Autism Spectrum Disorder / Si Ni LI in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1185-1199 Titre : Psychometric Properties of the Chinese Version of the Psy-Flex Among Parents of Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Si Ni LI, Auteur ; Wai Tong CHIEN, Auteur ; Stanley Kam Ki LAM, Auteur ; Yuen Yu CHONG, Auteur ; Andrew T. GLOSTER, Auteur Article en page(s) : p.1185-1199 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This research aimed to translate the original English version of the Psy-Flex, a scale of psychological flexibility, into Chinese and to test its psychometric properties among parents of children with autism spectrum disorder (ASD). Two phases were conducted: (1) translation from English to Chinese (Psy-Flex-C), followed by a semantic equivalence evaluation between two versions, a pre-test, and an evaluation of the Psy-Flex-C in terms of face validity with 20 parents of autistic children, and content validity of the Psy-Flex-C with eight experts. (2) A cross-sectional study with 248 parents of autistic children was conducted for validation, and a subgroup of 50 participants was randomly selected to assess the test–retest reliability at a 2-week interval. The Psy-Flex-C showed satisfactory semantic equivalence with the original version and demonstrated adequate internal consistency (Cronbach’s α = 0.84) and test–retest stability (weighted kappa statistic = 0.88). Concurrent validity was supported by a moderate correlation between the Psy-Flex-C and the Comprehensive Assessment of Acceptance and Commitment Therapy Processes (Pearson’s r = 0.54, p < 0.01). The Psy-Flex-C showed a significant mean score difference between parents with high and low parenting stress (t = 5.43, p < 0.001). Similar to the original scale, confirmatory factor analysis showed the best fitting one-factor structure of the Psy-Flex-C (X2/df = 1.62, p = 0.13, RMSEA = 0.05, GFI = 0.99, CFI = 0.99, TLI = 0.98, SRMR = 0.023). The Psy-Flex-C can be a reliable and valid instrument to self-report psychological flexibility in parents of children with ASD. Future research is recommended to test the Psy-Flex-C using diverse samples from different cultures and contexts to enhance its generalizability. En ligne : https://doi.org/10.1007/s10803-024-06610-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Psychometric Properties of the Chinese Version of the Psy-Flex Among Parents of Children with Autism Spectrum Disorder [texte imprimé] / Si Ni LI, Auteur ; Wai Tong CHIEN, Auteur ; Stanley Kam Ki LAM, Auteur ; Yuen Yu CHONG, Auteur ; Andrew T. GLOSTER, Auteur . - p.1185-1199. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1185-1199 Index. décimale : PER Périodiques Résumé : This research aimed to translate the original English version of the Psy-Flex, a scale of psychological flexibility, into Chinese and to test its psychometric properties among parents of children with autism spectrum disorder (ASD). Two phases were conducted: (1) translation from English to Chinese (Psy-Flex-C), followed by a semantic equivalence evaluation between two versions, a pre-test, and an evaluation of the Psy-Flex-C in terms of face validity with 20 parents of autistic children, and content validity of the Psy-Flex-C with eight experts. (2) A cross-sectional study with 248 parents of autistic children was conducted for validation, and a subgroup of 50 participants was randomly selected to assess the test–retest reliability at a 2-week interval. The Psy-Flex-C showed satisfactory semantic equivalence with the original version and demonstrated adequate internal consistency (Cronbach’s α = 0.84) and test–retest stability (weighted kappa statistic = 0.88). Concurrent validity was supported by a moderate correlation between the Psy-Flex-C and the Comprehensive Assessment of Acceptance and Commitment Therapy Processes (Pearson’s r = 0.54, p < 0.01). The Psy-Flex-C showed a significant mean score difference between parents with high and low parenting stress (t = 5.43, p < 0.001). Similar to the original scale, confirmatory factor analysis showed the best fitting one-factor structure of the Psy-Flex-C (X2/df = 1.62, p = 0.13, RMSEA = 0.05, GFI = 0.99, CFI = 0.99, TLI = 0.98, SRMR = 0.023). The Psy-Flex-C can be a reliable and valid instrument to self-report psychological flexibility in parents of children with ASD. Future research is recommended to test the Psy-Flex-C using diverse samples from different cultures and contexts to enhance its generalizability. En ligne : https://doi.org/10.1007/s10803-024-06610-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Context-Specific Resilience Through a Cultural Lens: Social-Ecological Factors Among Chinese Families of Children with Neurodevelopmental Disabilities / Xiaolu DAI in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1200-1210 Titre : Context-Specific Resilience Through a Cultural Lens: Social-Ecological Factors Among Chinese Families of Children with Neurodevelopmental Disabilities Type de document : texte imprimé Auteurs : Xiaolu DAI, Auteur ; Yves Cho Ho CHEUNG, Auteur ; Xiaoyu ZHUANG, Auteur ; Elvis Fong Wing NG, Auteur ; Daniel Fu Keung WONG, Auteur Article en page(s) : p.1200-1210 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : With the rise in attention towards Neurodevelopmental Disorders in Hong Kong and worldwide, understanding the role of social ecological resilience in reducing parenting stress and enhancing child outcomes is crucial, particularly within the unique cultural context of Chinese families. This study utilized a social ecological model to examine resilience factors at individual and interpersonal levels among Hong Kong parents of children with Neurodevelopmental Disorders. It also compared the stress and resilience conditions and differential functions of social ecological resilience between parents with and without children diagnosed with Neurodevelopmental Disorders. A sample of 447 parents of children with and without Neurodevelopmental Disorders were assessed by a newly developed Social Ecological Resilience Scale, along with measures of parenting stress and the internalizing and externalizing behaviors of their children. Independent sample t-tests showed that Chinese parents of children with Neurodevelopmental Disorders report significantly higher parenting stress and more internalizing and externalizing difficulties in their children compared to those without Neurodevelopmental Disorders. Multiple linear regression analyses indicated that enhanced social ecological resilience among parents predicted improved parenting stress and better outcomes in children’s behaviors. Notably, social ecological resilience factors showed varying effects between parents with and without children diagnosed with Neurodevelopmental Disorders. These findings highlight that both individual and interpersonal resilience factors among parents predicted improved parenting stress and better outcomes in children’s behaviors and certain resilience factors may be contextually motivated. Policy makers and practitioners should consider developing context-specific strategies and programmes to help the focal target group. En ligne : https://doi.org/10.1007/s10803-024-06605-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Context-Specific Resilience Through a Cultural Lens: Social-Ecological Factors Among Chinese Families of Children with Neurodevelopmental Disabilities [texte imprimé] / Xiaolu DAI, Auteur ; Yves Cho Ho CHEUNG, Auteur ; Xiaoyu ZHUANG, Auteur ; Elvis Fong Wing NG, Auteur ; Daniel Fu Keung WONG, Auteur . - p.1200-1210. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1200-1210 Index. décimale : PER Périodiques Résumé : With the rise in attention towards Neurodevelopmental Disorders in Hong Kong and worldwide, understanding the role of social ecological resilience in reducing parenting stress and enhancing child outcomes is crucial, particularly within the unique cultural context of Chinese families. This study utilized a social ecological model to examine resilience factors at individual and interpersonal levels among Hong Kong parents of children with Neurodevelopmental Disorders. It also compared the stress and resilience conditions and differential functions of social ecological resilience between parents with and without children diagnosed with Neurodevelopmental Disorders. A sample of 447 parents of children with and without Neurodevelopmental Disorders were assessed by a newly developed Social Ecological Resilience Scale, along with measures of parenting stress and the internalizing and externalizing behaviors of their children. Independent sample t-tests showed that Chinese parents of children with Neurodevelopmental Disorders report significantly higher parenting stress and more internalizing and externalizing difficulties in their children compared to those without Neurodevelopmental Disorders. Multiple linear regression analyses indicated that enhanced social ecological resilience among parents predicted improved parenting stress and better outcomes in children’s behaviors. Notably, social ecological resilience factors showed varying effects between parents with and without children diagnosed with Neurodevelopmental Disorders. These findings highlight that both individual and interpersonal resilience factors among parents predicted improved parenting stress and better outcomes in children’s behaviors and certain resilience factors may be contextually motivated. Policy makers and practitioners should consider developing context-specific strategies and programmes to help the focal target group. En ligne : https://doi.org/10.1007/s10803-024-06605-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia / Rayan ALQUNAYSI in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1211-1226 Titre : Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia Type de document : texte imprimé Auteurs : Rayan ALQUNAYSI, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.1211-1226 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The experiences of special education teachers in Saudi Arabia are quite different from the experiences of their counterparts from other countries as they work in a unique culture and educational system. The educational system in Saudi Arabia is gender segregated, and the Saudi Arabian Ministry of Education (MoE) provides an equal budget, salaries, and subsidies and implements the same policies and uses the same curriculum regardless of the location, size of the city, or the number of students. This country’s unique characteristics may influence special education teachers’ experiences, which raises the need to investigate and understand the experiences of Saudi special education teachers. We sought to understand the experiences of special education teachers in Saudi Arabia, focusing on teaching communication skills to autistic students. We conducted semi-structured interviews with 13 Saudi special education teachers to gain deeper insights into the experiences of these teachers within the Saudi context. The themes that emerged from the interviews revolved around evaluating and teaching communication skills, the role of the Saudi MoE, and the perceived challenges and needs related to teaching communication skills. Building on our findings, we propose a set of recommendations for special education teachers and the Saudi MoE. En ligne : https://doi.org/10.1007/s10803-024-06611-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia [texte imprimé] / Rayan ALQUNAYSI, Auteur ; Hedda MEADAN, Auteur . - p.1211-1226. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1211-1226 Index. décimale : PER Périodiques Résumé : The experiences of special education teachers in Saudi Arabia are quite different from the experiences of their counterparts from other countries as they work in a unique culture and educational system. The educational system in Saudi Arabia is gender segregated, and the Saudi Arabian Ministry of Education (MoE) provides an equal budget, salaries, and subsidies and implements the same policies and uses the same curriculum regardless of the location, size of the city, or the number of students. This country’s unique characteristics may influence special education teachers’ experiences, which raises the need to investigate and understand the experiences of Saudi special education teachers. We sought to understand the experiences of special education teachers in Saudi Arabia, focusing on teaching communication skills to autistic students. We conducted semi-structured interviews with 13 Saudi special education teachers to gain deeper insights into the experiences of these teachers within the Saudi context. The themes that emerged from the interviews revolved around evaluating and teaching communication skills, the role of the Saudi MoE, and the perceived challenges and needs related to teaching communication skills. Building on our findings, we propose a set of recommendations for special education teachers and the Saudi MoE. En ligne : https://doi.org/10.1007/s10803-024-06611-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Cultural Adaptation of RUBI Intervention with Korean Families (K-RUBI): A Mixed Method Study / James D. LEE in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1227-1242 Titre : Cultural Adaptation of RUBI Intervention with Korean Families (K-RUBI): A Mixed Method Study Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Gospel KIM, Auteur ; Sehee JUNG, Auteur ; Sean JOO, Auteur ; Haemi KIM, Auteur ; Jinsun SON, Auteur ; Karen BEARSS, Auteur Article en page(s) : p.1227-1242 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Challenging behaviors of young autistic children remain a major parenting challenge for many of their family members, including caregivers. Caregivers from underrepresented cultural or linguistic backgrounds may experience exacerbated difficulties related to challenging behaviors due to limited access to culturally sustaining and responsive interventions. Evidence-based behavior parent training programs, such as RUBI, are highly effective in increasing caregivers’ capacity in preventing and responding to these behaviors in naturalistic settings using behavior analytic principles. Therefore, the purpose of this study was to examine the effectiveness, acceptability, and feasibility of the culturally adapted RUBI program with underserved families. We conduct a convergent mixed-methods study using a pilot randomized controlled trial with a waitlist control group and focus group interviews with 31 Korean families of young children with or suspected of autism. The Korean RUBI underwent rigorous cultural adaptation using the Cultural Adaptation Checklist, including the use of multiple community advisory boards to inform cultural adaptation. Both quantitative and qualitative findings revealed significant improvements in parents’ confidence and knowledge in behavioral principles and decrease in severity of challenging behaviors, which suggest clinical utility of RUBI in an underrepresented, low-resourced community. A culturally adapted intervention for a different population can be perceived as a newly constructed intervention. This study provides insight on the systematic process of cultural adaptation of an established autism intervention and effectiveness, feasibility, and acceptability of RUBI. En ligne : https://doi.org/10.1007/s10803-024-06599-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Cultural Adaptation of RUBI Intervention with Korean Families (K-RUBI): A Mixed Method Study [texte imprimé] / James D. LEE, Auteur ; Veronica Y. KANG, Auteur ; Gospel KIM, Auteur ; Sehee JUNG, Auteur ; Sean JOO, Auteur ; Haemi KIM, Auteur ; Jinsun SON, Auteur ; Karen BEARSS, Auteur . - p.1227-1242. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1227-1242 Index. décimale : PER Périodiques Résumé : Challenging behaviors of young autistic children remain a major parenting challenge for many of their family members, including caregivers. Caregivers from underrepresented cultural or linguistic backgrounds may experience exacerbated difficulties related to challenging behaviors due to limited access to culturally sustaining and responsive interventions. Evidence-based behavior parent training programs, such as RUBI, are highly effective in increasing caregivers’ capacity in preventing and responding to these behaviors in naturalistic settings using behavior analytic principles. Therefore, the purpose of this study was to examine the effectiveness, acceptability, and feasibility of the culturally adapted RUBI program with underserved families. We conduct a convergent mixed-methods study using a pilot randomized controlled trial with a waitlist control group and focus group interviews with 31 Korean families of young children with or suspected of autism. The Korean RUBI underwent rigorous cultural adaptation using the Cultural Adaptation Checklist, including the use of multiple community advisory boards to inform cultural adaptation. Both quantitative and qualitative findings revealed significant improvements in parents’ confidence and knowledge in behavioral principles and decrease in severity of challenging behaviors, which suggest clinical utility of RUBI in an underrepresented, low-resourced community. A culturally adapted intervention for a different population can be perceived as a newly constructed intervention. This study provides insight on the systematic process of cultural adaptation of an established autism intervention and effectiveness, feasibility, and acceptability of RUBI. En ligne : https://doi.org/10.1007/s10803-024-06599-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Challenges of Alternative Teaching–Learning Faced by Indian Parents of People with Autism Spectrum Disorder During Pandemic Emergency / Roshni MUKHERJEE in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1243-1257 Titre : Challenges of Alternative Teaching–Learning Faced by Indian Parents of People with Autism Spectrum Disorder During Pandemic Emergency Type de document : texte imprimé Auteurs : Roshni MUKHERJEE, Auteur ; Santoshi HALDER, Auteur Article en page(s) : p.1243-1257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic stretched between 2020 and 2021 and witnessed impactful changes in the education system inclusive of the special education sector. The special education sector selected online teaching–learning to continue the studies of their students with the help of the parents. The study aimed to find out the challenges faced by parents of people with autism enrolled in special schools who attended online classes along with their children and supported their teaching–learning. The mixed method study (sequential explanatory design) opted for quantitative phases followed by a qualitative phase for further in-depth exploration of the focus area. The quantitative phase consists of 100 participant parents and the qualitative phase consists of 15 participant parents recruited from phase one of the study through purposive sampling based on the inclusion and exclusion criteria. The data were collected via web forms and online interviews were recorded. The univariate analysis was used for the quantitative phase whereas thematic analysis was used for the qualitative phase. The parents had to manage office work, childcare, assisting in online classes, handling the psychological and behavioral issues of the child. Even challenges like learning new technology, managing additional expenses and personal stress were reported. The enormous efforts of the parents helped to overcome many of the challenges and achieve positive learning outcomes. Nevertheless, some recommendations like arrangement of parental workshops, increase in tech education and occasional hybrid mode of learning is suggested. En ligne : https://doi.org/10.1007/s10803-024-06581-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Challenges of Alternative Teaching–Learning Faced by Indian Parents of People with Autism Spectrum Disorder During Pandemic Emergency [texte imprimé] / Roshni MUKHERJEE, Auteur ; Santoshi HALDER, Auteur . - p.1243-1257. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1243-1257 Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic stretched between 2020 and 2021 and witnessed impactful changes in the education system inclusive of the special education sector. The special education sector selected online teaching–learning to continue the studies of their students with the help of the parents. The study aimed to find out the challenges faced by parents of people with autism enrolled in special schools who attended online classes along with their children and supported their teaching–learning. The mixed method study (sequential explanatory design) opted for quantitative phases followed by a qualitative phase for further in-depth exploration of the focus area. The quantitative phase consists of 100 participant parents and the qualitative phase consists of 15 participant parents recruited from phase one of the study through purposive sampling based on the inclusion and exclusion criteria. The data were collected via web forms and online interviews were recorded. The univariate analysis was used for the quantitative phase whereas thematic analysis was used for the qualitative phase. The parents had to manage office work, childcare, assisting in online classes, handling the psychological and behavioral issues of the child. Even challenges like learning new technology, managing additional expenses and personal stress were reported. The enormous efforts of the parents helped to overcome many of the challenges and achieve positive learning outcomes. Nevertheless, some recommendations like arrangement of parental workshops, increase in tech education and occasional hybrid mode of learning is suggested. En ligne : https://doi.org/10.1007/s10803-024-06581-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Brief Report: Single-Session Interventions for Mental Health Challenges in Autistic People: An (Almost) Empty Systematic Review / Dawn ADAMS in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1258-1265 Titre : Brief Report: Single-Session Interventions for Mental Health Challenges in Autistic People: An (Almost) Empty Systematic Review Type de document : texte imprimé Auteurs : Dawn ADAMS, Auteur Article en page(s) : p.1258-1265 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Single-session interventions (specific, structured programs that intentionally involve just one visit or encounter with a clinic, provider, or program) have been proven to prevent or reduce mental health challenges and reduce barriers to access. This review aimed to identify and synthesise literature on the acceptability, feasibility, effectiveness, or efficacy of (non-pharmacological) single-session interventions for autistic people. Four databases (Scopus, MEDLINE, PsycINFO, and ProQuest) were searched in 12.7.2023, with no date restrictions. Search terms were selected to identify articles reporting on single-session interventions in autistic people. Two raters screened titles/abstracts of 286 articles and full text of 17 articles, resulting in just two included articles, reporting on 46 participants. Risk of bias was assessed with the Quality Assessment with Diverse Studies (QuADS). The two included papers report on specific techniques taught within a single visit to a clinic using pre- and immediate post-intervention questionnaires. One study also reported on cortisol levels pre and post. Neither study reported on acceptability or feasibility of single-session interventions. However, there was insufficient quality evidence to evaluate the effectiveness or efficacy of single-session interventions for autistic people. Although there is substantial research on single-session interventions in the broader population, there is a lack of research into such approaches for autistic people. This is a missed opportunity to evaluate a potential means of support for those at elevated risk of mental health challenges and unmet mental health service need. Future research should co-produce and co-evaluate such approaches as a priority. En ligne : https://doi.org/10.1007/s10803-024-06313-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Brief Report: Single-Session Interventions for Mental Health Challenges in Autistic People: An (Almost) Empty Systematic Review [texte imprimé] / Dawn ADAMS, Auteur . - p.1258-1265. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1258-1265 Index. décimale : PER Périodiques Résumé : Single-session interventions (specific, structured programs that intentionally involve just one visit or encounter with a clinic, provider, or program) have been proven to prevent or reduce mental health challenges and reduce barriers to access. This review aimed to identify and synthesise literature on the acceptability, feasibility, effectiveness, or efficacy of (non-pharmacological) single-session interventions for autistic people. Four databases (Scopus, MEDLINE, PsycINFO, and ProQuest) were searched in 12.7.2023, with no date restrictions. Search terms were selected to identify articles reporting on single-session interventions in autistic people. Two raters screened titles/abstracts of 286 articles and full text of 17 articles, resulting in just two included articles, reporting on 46 participants. Risk of bias was assessed with the Quality Assessment with Diverse Studies (QuADS). The two included papers report on specific techniques taught within a single visit to a clinic using pre- and immediate post-intervention questionnaires. One study also reported on cortisol levels pre and post. Neither study reported on acceptability or feasibility of single-session interventions. However, there was insufficient quality evidence to evaluate the effectiveness or efficacy of single-session interventions for autistic people. Although there is substantial research on single-session interventions in the broader population, there is a lack of research into such approaches for autistic people. This is a missed opportunity to evaluate a potential means of support for those at elevated risk of mental health challenges and unmet mental health service need. Future research should co-produce and co-evaluate such approaches as a priority. En ligne : https://doi.org/10.1007/s10803-024-06313-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Brief Report: Quantifying Speech Production Coordination from Non- and Minimally-Speaking Individuals / Tanya TALKAR in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1266-1280 Titre : Brief Report: Quantifying Speech Production Coordination from Non- and Minimally-Speaking Individuals Type de document : texte imprimé Auteurs : Tanya TALKAR, Auteur ; Kristina T. JOHNSON, Auteur ; Jaya NARAIN, Auteur ; Pattie MAES, Auteur ; Rosalind PICARD, Auteur ; Thomas F. QUATIERI, Auteur Article en page(s) : p.1266-1280 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Non-verbal utterances are an important tool of communication for individuals who are non- or minimally-speaking. While these utterances are typically understood by caregivers, they can be challenging to interpret by their larger community. To date, there has been little work done to detect and characterize the vocalizations produced by non- or minimally-speaking individuals. This paper aims to characterize five categories of utterances across a set of 7 non- or minimally-speaking individuals. En ligne : https://doi.org/10.1007/s10803-023-06206-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Brief Report: Quantifying Speech Production Coordination from Non- and Minimally-Speaking Individuals [texte imprimé] / Tanya TALKAR, Auteur ; Kristina T. JOHNSON, Auteur ; Jaya NARAIN, Auteur ; Pattie MAES, Auteur ; Rosalind PICARD, Auteur ; Thomas F. QUATIERI, Auteur . - p.1266-1280. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1266-1280 Index. décimale : PER Périodiques Résumé : Non-verbal utterances are an important tool of communication for individuals who are non- or minimally-speaking. While these utterances are typically understood by caregivers, they can be challenging to interpret by their larger community. To date, there has been little work done to detect and characterize the vocalizations produced by non- or minimally-speaking individuals. This paper aims to characterize five categories of utterances across a set of 7 non- or minimally-speaking individuals. En ligne : https://doi.org/10.1007/s10803-023-06206-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Correction: Preferences for Identity-First and Person-First Language: A Systematic Review of Research with Autistic Adults/Adults with Autism / Rachel K. SCHUCK in Journal of Autism and Developmental Disorders, 56-3 (March 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1281-1281 Titre : Correction: Preferences for Identity-First and Person-First Language: A Systematic Review of Research with Autistic Adults/Adults with Autism Type de document : texte imprimé Auteurs : Rachel K. SCHUCK, Auteur ; Lacey CHETCUTI, Auteur ; Patrick DWYER, Auteur ; Katarina MILOSAVLJEVIC, Auteur ; Simon M. BURY, Auteur ; Darren HEDLEY, Auteur ; Sander BEGEER, Auteur ; Giacomo VIVANTI, Auteur ; Mirko ULJAREVIĆ, Auteur Article en page(s) : p.1281-1281 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-026-07222-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Correction: Preferences for Identity-First and Person-First Language: A Systematic Review of Research with Autistic Adults/Adults with Autism [texte imprimé] / Rachel K. SCHUCK, Auteur ; Lacey CHETCUTI, Auteur ; Patrick DWYER, Auteur ; Katarina MILOSAVLJEVIC, Auteur ; Simon M. BURY, Auteur ; Darren HEDLEY, Auteur ; Sander BEGEER, Auteur ; Giacomo VIVANTI, Auteur ; Mirko ULJAREVIĆ, Auteur . - p.1281-1281. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-3 (March 2026) . - p.1281-1281 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-026-07222-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582