Dépouillements

Using an Instructional Package to Support Adults with Autism in Communicating with a Medical Provider / Jacqueline WOOD in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1283-1295 Titre : Using an Instructional Package to Support Adults with Autism in Communicating with a Medical Provider Type de document : texte imprimé Auteurs : Jacqueline WOOD, Auteur ; Charles DUKES, Auteur ; Kelly B. KEARNEY, Auteur Article en page(s) : p.1283-1295 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they frequently face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations to a medical provider. Three participants independently completed a self-guided video module that modeled how to complete the guided notes and AHAT to identify appropriate accommodations and prepare for a doctor’s appointment. Once finished, participants were taught to verbalize their needs and accommodations through BST. Results showed that participants’ communication skills increased after introducing the instructional package, generalized to a novel provider and maintained once the instructional package was removed. This intervention proved to be an effective and socially valid method to improve communication for adults with autism in medical settings. Implications and suggestions for future research are discussed. En ligne : https://doi.org/10.1007/s10803-024-06635-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Using an Instructional Package to Support Adults with Autism in Communicating with a Medical Provider [texte imprimé] / Jacqueline WOOD, Auteur ; Charles DUKES, Auteur ; Kelly B. KEARNEY, Auteur . - p.1283-1295. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1283-1295 Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they frequently face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations to a medical provider. Three participants independently completed a self-guided video module that modeled how to complete the guided notes and AHAT to identify appropriate accommodations and prepare for a doctor’s appointment. Once finished, participants were taught to verbalize their needs and accommodations through BST. Results showed that participants’ communication skills increased after introducing the instructional package, generalized to a novel provider and maintained once the instructional package was removed. This intervention proved to be an effective and socially valid method to improve communication for adults with autism in medical settings. Implications and suggestions for future research are discussed. En ligne : https://doi.org/10.1007/s10803-024-06635-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Social Anxiety Reduces Visual Attention to the Eyes of Emotional Faces in Autistic Youth / Cassandra J. FRANKE in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1296-1308 Titre : Social Anxiety Reduces Visual Attention to the Eyes of Emotional Faces in Autistic Youth Type de document : texte imprimé Auteurs : Cassandra J. FRANKE, Auteur ; Jason W. GRIFFIN, Auteur ; Adam J. NAPLES, Auteur ; Julie M. WOLF, Auteur ; James C. MCPARTLAND, Auteur Article en page(s) : p.1296-1308 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism and social anxiety (SA) share behavioral features like reduced eye contact, variable social attention, and differences in social interactions. However, the impact of the co-occurrence of these conditions (e.g., autism with co-occurring SA) on social attention remains unknown. Therefore, we evaluated whether the degree of SA characteristics in autistic youth modulated (e.g., amplified or lessened) a core hallmark feature of autism: social attention, or looking at faces. Fifty-four autistic and 35 non-autistic children and adolescents completed a gaze-contingent eye-tracking (ET) paradigm, in which faces dynamically expressed happy or fearful expressions contingent on participant eye contact. SA characteristics were assessed via standardized self- and parent-report measures. Social attention was measured by calculating the average percent looking time at the face and eye regions of each emotional expression. Autistic participants looked less at faces than non-autistic participants, and higher self-report SA was associated with less looking at eyes in both autistic and non-autistic participants. SA features affect social attention similarly in autistic and non-autistic youth, highlighting the importance of considering co-occurring psychiatric characteristics when assessing social attention and eye contact in autistic individuals. En ligne : https://doi.org/10.1007/s10803-024-06636-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Social Anxiety Reduces Visual Attention to the Eyes of Emotional Faces in Autistic Youth [texte imprimé] / Cassandra J. FRANKE, Auteur ; Jason W. GRIFFIN, Auteur ; Adam J. NAPLES, Auteur ; Julie M. WOLF, Auteur ; James C. MCPARTLAND, Auteur . - p.1296-1308. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1296-1308 Index. décimale : PER Périodiques Résumé : Autism and social anxiety (SA) share behavioral features like reduced eye contact, variable social attention, and differences in social interactions. However, the impact of the co-occurrence of these conditions (e.g., autism with co-occurring SA) on social attention remains unknown. Therefore, we evaluated whether the degree of SA characteristics in autistic youth modulated (e.g., amplified or lessened) a core hallmark feature of autism: social attention, or looking at faces. Fifty-four autistic and 35 non-autistic children and adolescents completed a gaze-contingent eye-tracking (ET) paradigm, in which faces dynamically expressed happy or fearful expressions contingent on participant eye contact. SA characteristics were assessed via standardized self- and parent-report measures. Social attention was measured by calculating the average percent looking time at the face and eye regions of each emotional expression. Autistic participants looked less at faces than non-autistic participants, and higher self-report SA was associated with less looking at eyes in both autistic and non-autistic participants. SA features affect social attention similarly in autistic and non-autistic youth, highlighting the importance of considering co-occurring psychiatric characteristics when assessing social attention and eye contact in autistic individuals. En ligne : https://doi.org/10.1007/s10803-024-06636-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Parental Acceptance and Understanding of Autistic Children (PAUACS) – an Instrument Development Study / Jia Ying Sarah LEE in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1309-1324 Titre : Parental Acceptance and Understanding of Autistic Children (PAUACS) – an Instrument Development Study Type de document : texte imprimé Auteurs : Jia Ying Sarah LEE, Auteur ; Koa WHITTINGHAM, Auteur ; Amy E. MITCHELL, Auteur Article en page(s) : p.1309-1324 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Currently there are no instruments designed to assess parents’ acceptance and understanding of their autistic child. We aimed to develop and evaluate the reliability and validity of a parent-report scale assessing parents’ acceptance and understanding of their autistic child – the Parental Acceptance and Understanding of Autistic Children Scale (PAUACS). A total of 158 parents (74 non-autistic, 42 autistic, 42 questioning; mean age 42.69 years) of autistic children (mean age 10.80 years) completed an online survey comprising the prototype PAUACS as well as validated measures of parental sensitivity, neurodiversity affirming attitudes, autistic traits, mental health, and child adjustment and family experience. A subsample of participants (n = 97; 61.4%) completed the PAUACS questionnaire a second time, 2 weeks later, to assess for test-retest reliability. The final 30-item scale demonstrated excellent internal reliability (α = 0.89) and test-retest reliability (intraclass correlation = 0.92). Exploratory factor analysis revealed a clean structure comprising four distinct factors: Understanding (α = 0.86), Innate (α = 0.74), Acceptance (α = 0.82), and Expectations (α = 0.73). Overall, the PAUACS demonstrates good construct validity. Preliminary evidence of convergent validity and divergent validity was demonstrated. Preliminary evidence suggests PAUACS is a reliable and valid tool in assessing parents’ acceptance and understanding of autistic children. En ligne : https://doi.org/10.1007/s10803-024-06630-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Parental Acceptance and Understanding of Autistic Children (PAUACS) – an Instrument Development Study [texte imprimé] / Jia Ying Sarah LEE, Auteur ; Koa WHITTINGHAM, Auteur ; Amy E. MITCHELL, Auteur . - p.1309-1324. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1309-1324 Index. décimale : PER Périodiques Résumé : Currently there are no instruments designed to assess parents’ acceptance and understanding of their autistic child. We aimed to develop and evaluate the reliability and validity of a parent-report scale assessing parents’ acceptance and understanding of their autistic child – the Parental Acceptance and Understanding of Autistic Children Scale (PAUACS). A total of 158 parents (74 non-autistic, 42 autistic, 42 questioning; mean age 42.69 years) of autistic children (mean age 10.80 years) completed an online survey comprising the prototype PAUACS as well as validated measures of parental sensitivity, neurodiversity affirming attitudes, autistic traits, mental health, and child adjustment and family experience. A subsample of participants (n = 97; 61.4%) completed the PAUACS questionnaire a second time, 2 weeks later, to assess for test-retest reliability. The final 30-item scale demonstrated excellent internal reliability (α = 0.89) and test-retest reliability (intraclass correlation = 0.92). Exploratory factor analysis revealed a clean structure comprising four distinct factors: Understanding (α = 0.86), Innate (α = 0.74), Acceptance (α = 0.82), and Expectations (α = 0.73). Overall, the PAUACS demonstrates good construct validity. Preliminary evidence of convergent validity and divergent validity was demonstrated. Preliminary evidence suggests PAUACS is a reliable and valid tool in assessing parents’ acceptance and understanding of autistic children. En ligne : https://doi.org/10.1007/s10803-024-06630-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Movement Coordination’s Link with Common Ground During Dyadic Peer Discourse in Typically Developing and Autistic Speakers / Einat KARIN in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1325-1338 Titre : Movement Coordination’s Link with Common Ground During Dyadic Peer Discourse in Typically Developing and Autistic Speakers Type de document : texte imprimé Auteurs : Einat KARIN, Auteur ; Ronny GEVA, Auteur ; Shahar BAR-YEHUDA, Auteur ; Yael ESTRUGO, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.1325-1338 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Common ground (CG)—a pragmatic capability that reflects the construction of shared meaning by two interlocutors during conversation—is widely accepted as crucial for effective communication, but its exploration has been limited in the context of children’s peer-to-peer interaction. Specifically, this study aimed to explore CG differences between typically developing (TD) and autistic populations, CG’s developmental trajectories, as well as the link between CG and motor coordination skills during peer interactions. Study participants included 148 children (6–16 years), comparing 64 TD and 84 autistic children across three age levels. Fixed dyads matched on IQ, age, sex, and mother's education performed a CG tangram-card task and complementary joint action (JA) tasks to evaluate peer-to-peer movement coordination. Individual motor skills were also assessed. As expected, both autistic and TD groups showed increasing efficacy over the 6-turn CG task (fewer words and shorter duration to communicate), although autistic participants were less efficient than TD participants. Better motor skills and JA synchronization correlated with both groups’ more efficient CG performance. Additionally, the indirect relationship between group (TD/autism) and CG was mediated by motor skills and JA, with age moderating the relationship between JA and CG. Specifically, better motor skills and socio-motor coordination were associated with more efficient CG creation, particularly in younger children (under 10 years). These findings suggest potential novel avenues for early interventions targeting motor and language challenges in autism to enhance pragmatic abilities and peer interactions, offering insights into language development in this population. En ligne : https://doi.org/10.1007/s10803-024-06642-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Movement Coordination’s Link with Common Ground During Dyadic Peer Discourse in Typically Developing and Autistic Speakers [texte imprimé] / Einat KARIN, Auteur ; Ronny GEVA, Auteur ; Shahar BAR-YEHUDA, Auteur ; Yael ESTRUGO, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.1325-1338. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1325-1338 Index. décimale : PER Périodiques Résumé : Common ground (CG)—a pragmatic capability that reflects the construction of shared meaning by two interlocutors during conversation—is widely accepted as crucial for effective communication, but its exploration has been limited in the context of children’s peer-to-peer interaction. Specifically, this study aimed to explore CG differences between typically developing (TD) and autistic populations, CG’s developmental trajectories, as well as the link between CG and motor coordination skills during peer interactions. Study participants included 148 children (6–16 years), comparing 64 TD and 84 autistic children across three age levels. Fixed dyads matched on IQ, age, sex, and mother's education performed a CG tangram-card task and complementary joint action (JA) tasks to evaluate peer-to-peer movement coordination. Individual motor skills were also assessed. As expected, both autistic and TD groups showed increasing efficacy over the 6-turn CG task (fewer words and shorter duration to communicate), although autistic participants were less efficient than TD participants. Better motor skills and JA synchronization correlated with both groups’ more efficient CG performance. Additionally, the indirect relationship between group (TD/autism) and CG was mediated by motor skills and JA, with age moderating the relationship between JA and CG. Specifically, better motor skills and socio-motor coordination were associated with more efficient CG creation, particularly in younger children (under 10 years). These findings suggest potential novel avenues for early interventions targeting motor and language challenges in autism to enhance pragmatic abilities and peer interactions, offering insights into language development in this population. En ligne : https://doi.org/10.1007/s10803-024-06642-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Evaluation of the Social Attention Hypothesis: Do Children with Autism Prefer to See Objects Rather than People? / Isik AKIN-BULBUL in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1339-1353 Titre : Evaluation of the Social Attention Hypothesis: Do Children with Autism Prefer to See Objects Rather than People? Type de document : texte imprimé Auteurs : Isik AKIN-BULBUL, Auteur ; Selda OZDEMIR, Auteur Article en page(s) : p.1339-1353 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A growing body of research shows that children with autism exhibit selective limitations in their ability to direct their visual attention to social stimuli. The cause of this selective limitation, however, remains unknown. The main purpose of this study is to determine whether the limitations in social attention are influenced by the objects in the environment. Specifically, the study examines the differences in visual attention between children with autism and typically developing (TD) children as they view videos of social interactions under two conditions, with and without objects. The sample consisted of 53 children with autism and 74 TD children, aged between 18 and 36 months. The findings indicated that young children with autism exhibited differences in their social attention compared to their TD peers. The results revealed that the presence of objects did not affect the visual attention differences between the two groups. However, removing objects from the environment positively impacted the social attention of both groups. In the condition without objects, both groups directed more visual attention more toward the Face and Body Areas of Interests (AoIs), whereas in the condition with objects, both groups prioritized looking at the Toy AoI. These findings have important implications for evidence-based decision-making, especially in designing early intervention environments for children with autism. En ligne : https://doi.org/10.1007/s10803-024-06596-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Evaluation of the Social Attention Hypothesis: Do Children with Autism Prefer to See Objects Rather than People? [texte imprimé] / Isik AKIN-BULBUL, Auteur ; Selda OZDEMIR, Auteur . - p.1339-1353. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1339-1353 Index. décimale : PER Périodiques Résumé : A growing body of research shows that children with autism exhibit selective limitations in their ability to direct their visual attention to social stimuli. The cause of this selective limitation, however, remains unknown. The main purpose of this study is to determine whether the limitations in social attention are influenced by the objects in the environment. Specifically, the study examines the differences in visual attention between children with autism and typically developing (TD) children as they view videos of social interactions under two conditions, with and without objects. The sample consisted of 53 children with autism and 74 TD children, aged between 18 and 36 months. The findings indicated that young children with autism exhibited differences in their social attention compared to their TD peers. The results revealed that the presence of objects did not affect the visual attention differences between the two groups. However, removing objects from the environment positively impacted the social attention of both groups. In the condition without objects, both groups directed more visual attention more toward the Face and Body Areas of Interests (AoIs), whereas in the condition with objects, both groups prioritized looking at the Toy AoI. These findings have important implications for evidence-based decision-making, especially in designing early intervention environments for children with autism. En ligne : https://doi.org/10.1007/s10803-024-06596-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

The Impact of Face Mask Use on Research Evaluations of 5–7 Year-Old Children With Autism Spectrum Disorder / Virginia PEISCH in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1354-1361 Titre : The Impact of Face Mask Use on Research Evaluations of 5–7 Year-Old Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Virginia PEISCH, Auteur ; Rafael DEPILLIS, Auteur ; Ellen HANSON, Auteur ; Stephanie J. BREWSTER, Auteur ; Georgios SIDERIDIS, Auteur ; William J. BARBARESI, Auteur ; Elizabeth HARSTAD, Auteur Article en page(s) : p.1354-1361 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic changed the nature of clinical research assessments. Little is known about the impact of face mask use on research assessments for autism spectrum disorder (ASD). This study reports on tolerability of face mask use, child characteristics associated with tolerability, and the impact of face mask use on researcher ASD diagnostic certainty ratings. This paper describes results from a larger study of children who were clinically diagnosed with ASD in early childhood and were re-evaluated at age 5–7 years. Research diagnostic evaluations were conducted from 2018 to 2022 and included cognitive, language, and social-communication assessment. A research psychologist completed a rating scale on the potential impact of face mask use on research assessment diagnostic certainty for a subset of participants (n = 60) who were evaluated during the COVID-19 pandemic. The mean age of study participants was 6.2 years. Face masks were tolerated throughout the assessment for 40 children (66.7%); part-time for 13 (21.6%); and not tolerated for 7 (11.6%). Analysis of Variance (ANOVA) suggested that children who did not tolerate a face mask had significantly lower cognitive [F(2, 59) = 13.241, p < 0.001] and communication [F(2, 59) = 13.639, p < 0.001] scores compared to children who wore their mask for all or part of the visit. For 88% of research assessments, research staff indicated that face mask use had “no impact” on overall assessment results. Face mask use during clinical research assessment was not reported by research staff to significantly impact their ability to complete ASD evaluations. En ligne : https://doi.org/10.1007/s10803-024-06633-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] The Impact of Face Mask Use on Research Evaluations of 5–7 Year-Old Children With Autism Spectrum Disorder [texte imprimé] / Virginia PEISCH, Auteur ; Rafael DEPILLIS, Auteur ; Ellen HANSON, Auteur ; Stephanie J. BREWSTER, Auteur ; Georgios SIDERIDIS, Auteur ; William J. BARBARESI, Auteur ; Elizabeth HARSTAD, Auteur . - p.1354-1361. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1354-1361 Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic changed the nature of clinical research assessments. Little is known about the impact of face mask use on research assessments for autism spectrum disorder (ASD). This study reports on tolerability of face mask use, child characteristics associated with tolerability, and the impact of face mask use on researcher ASD diagnostic certainty ratings. This paper describes results from a larger study of children who were clinically diagnosed with ASD in early childhood and were re-evaluated at age 5–7 years. Research diagnostic evaluations were conducted from 2018 to 2022 and included cognitive, language, and social-communication assessment. A research psychologist completed a rating scale on the potential impact of face mask use on research assessment diagnostic certainty for a subset of participants (n = 60) who were evaluated during the COVID-19 pandemic. The mean age of study participants was 6.2 years. Face masks were tolerated throughout the assessment for 40 children (66.7%); part-time for 13 (21.6%); and not tolerated for 7 (11.6%). Analysis of Variance (ANOVA) suggested that children who did not tolerate a face mask had significantly lower cognitive [F(2, 59) = 13.241, p < 0.001] and communication [F(2, 59) = 13.639, p < 0.001] scores compared to children who wore their mask for all or part of the visit. For 88% of research assessments, research staff indicated that face mask use had “no impact” on overall assessment results. Face mask use during clinical research assessment was not reported by research staff to significantly impact their ability to complete ASD evaluations. En ligne : https://doi.org/10.1007/s10803-024-06633-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Healthcare Providers’ Perspectives on Autistic Adolescents Transitioning to Independent Driving / Catherine C. McDonald in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1362-1369 Titre : Healthcare Providers’ Perspectives on Autistic Adolescents Transitioning to Independent Driving Type de document : texte imprimé Auteurs : Catherine C. McDonald, Auteur ; Christina LABOWS, Auteur ; Rachel K. MYERS, Auteur ; Emma SARTIN, Auteur ; Benjamin E. YERYS, Auteur ; Meghan E. CAREY, Auteur ; Cynthia J. MOLLEN, Auteur ; Allison E. CURRY, Auteur Article en page(s) : p.1362-1369 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Licensure is an option for some autistic adolescents and families that increases mobility by enabling independent travel to employment, school, and social activities. The objective of this study was to identify current strategies used by healthcare providers (HCPs) in their guidance to autistic adolescents and families on the transition to independent driving. Semi-structured interviews were conducted with 15 HCPs. The team’s previous research, literature review and expert feedback informed the development of the interview guide. A content analysis approach was used in the coding of transcripts, nine of which were double coded. Study team members reviewed coded transcripts, provided and discussed narrative summaries, and identified themes. Interviews were conducted with physicians, social workers, psychologists, therapist and a nurse practitioner. HCP identified their perceptions of autistic adolescents’ strengths and weaknesses to be addressed in their individualized approaches. They described using clinical interactions as time to address licensure and driving, but also referred to specialists as needed. HCPs described using existing resources, but also provided a wish list of future resources. HCPs use an individualized approach for guidance in the transition to independent driving, considering the unique needs of autistic adolescent patients and families. These HCPs identified a clear need for tailored resources and guidance they can use in support of independent driving when appropriate for their patients and families. En ligne : https://doi.org/10.1007/s10803-024-06626-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Healthcare Providers’ Perspectives on Autistic Adolescents Transitioning to Independent Driving [texte imprimé] / Catherine C. McDonald, Auteur ; Christina LABOWS, Auteur ; Rachel K. MYERS, Auteur ; Emma SARTIN, Auteur ; Benjamin E. YERYS, Auteur ; Meghan E. CAREY, Auteur ; Cynthia J. MOLLEN, Auteur ; Allison E. CURRY, Auteur . - p.1362-1369. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1362-1369 Index. décimale : PER Périodiques Résumé : Licensure is an option for some autistic adolescents and families that increases mobility by enabling independent travel to employment, school, and social activities. The objective of this study was to identify current strategies used by healthcare providers (HCPs) in their guidance to autistic adolescents and families on the transition to independent driving. Semi-structured interviews were conducted with 15 HCPs. The team’s previous research, literature review and expert feedback informed the development of the interview guide. A content analysis approach was used in the coding of transcripts, nine of which were double coded. Study team members reviewed coded transcripts, provided and discussed narrative summaries, and identified themes. Interviews were conducted with physicians, social workers, psychologists, therapist and a nurse practitioner. HCP identified their perceptions of autistic adolescents’ strengths and weaknesses to be addressed in their individualized approaches. They described using clinical interactions as time to address licensure and driving, but also referred to specialists as needed. HCPs described using existing resources, but also provided a wish list of future resources. HCPs use an individualized approach for guidance in the transition to independent driving, considering the unique needs of autistic adolescent patients and families. These HCPs identified a clear need for tailored resources and guidance they can use in support of independent driving when appropriate for their patients and families. En ligne : https://doi.org/10.1007/s10803-024-06626-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Alexithymia, Inner Thinking Patterns, and Perceptions of Mental Health Therapy Strategies Among Autistic Adults / Micah O. MAZUREK in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1370-1381 Titre : Alexithymia, Inner Thinking Patterns, and Perceptions of Mental Health Therapy Strategies Among Autistic Adults Type de document : texte imprimé Auteurs : Micah O. MAZUREK, Auteur ; Jessica PAPPAGIANOPOULOS, Auteur ; Sophie BRUNT, Auteur ; Michelle MENEZES, Auteur ; Jessica V. SMITH, Auteur ; Mya HOWARD, Auteur Article en page(s) : p.1370-1381 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic adults are at high risk for mental health challenges, yet there has been limited research on mental health interventions for this population. Individual differences in how thoughts and emotions are perceived may directly relate to the success of specific therapy strategies. This study examined whether alexithymia and inner thinking patterns relate to helpfulness and ease of use of mental health therapy strategies among autistic adults. En ligne : https://doi.org/10.1007/s10803-024-06643-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Alexithymia, Inner Thinking Patterns, and Perceptions of Mental Health Therapy Strategies Among Autistic Adults [texte imprimé] / Micah O. MAZUREK, Auteur ; Jessica PAPPAGIANOPOULOS, Auteur ; Sophie BRUNT, Auteur ; Michelle MENEZES, Auteur ; Jessica V. SMITH, Auteur ; Mya HOWARD, Auteur . - p.1370-1381. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1370-1381 Index. décimale : PER Périodiques Résumé : Autistic adults are at high risk for mental health challenges, yet there has been limited research on mental health interventions for this population. Individual differences in how thoughts and emotions are perceived may directly relate to the success of specific therapy strategies. This study examined whether alexithymia and inner thinking patterns relate to helpfulness and ease of use of mental health therapy strategies among autistic adults. En ligne : https://doi.org/10.1007/s10803-024-06643-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Mathematical Proficiency in Adolescents with ASD / O. COHEN in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1382-1397 Titre : Mathematical Proficiency in Adolescents with ASD Type de document : texte imprimé Auteurs : O. COHEN, Auteur ; N. SUKENIK, Auteur Article en page(s) : p.1382-1397 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to investigate the mathematical abilities of adolescents with Autism Spectrum Disorder (ASD) compared to typically developing (TD) peers, focusing on procedural thinking, arithmetic comprehension, and algebraic technique. Sixty-seven adolescents (31 with ASD, 36 TD) participated in the study. A comprehensive mathematics skills test, incorporating oral and written components, was individually administered to assess abilities across three main mathematical domains. The study employed a mixed-methods approach, combining quantitative analyses of group differences with qualitative assessments of response patterns. Significant differences were observed between ASD and TD groups across most mathematical measures, with TD adolescents generally outperforming those with ASD. Large effect sizes were noted in procedural thinking and algebraic procedures. However, no significant differences were found in word problem-solving. Within the ASD group, considerable variability was observed, with some individuals demonstrating age-appropriate mathematical abilities while others showed consistently low performance across all domains. The study highlights the complex nature of mathematical abilities in adolescents with ASD, characterized by significant group differences and within-group variability. These findings highlight the importance of individualized approaches in mathematical education for adolescents with ASD and emphasize the need for early identification and targeted interventions to address specific challenges in mathematical learning. En ligne : https://doi.org/10.1007/s10803-024-06645-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Mathematical Proficiency in Adolescents with ASD [texte imprimé] / O. COHEN, Auteur ; N. SUKENIK, Auteur . - p.1382-1397. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1382-1397 Index. décimale : PER Périodiques Résumé : This study aimed to investigate the mathematical abilities of adolescents with Autism Spectrum Disorder (ASD) compared to typically developing (TD) peers, focusing on procedural thinking, arithmetic comprehension, and algebraic technique. Sixty-seven adolescents (31 with ASD, 36 TD) participated in the study. A comprehensive mathematics skills test, incorporating oral and written components, was individually administered to assess abilities across three main mathematical domains. The study employed a mixed-methods approach, combining quantitative analyses of group differences with qualitative assessments of response patterns. Significant differences were observed between ASD and TD groups across most mathematical measures, with TD adolescents generally outperforming those with ASD. Large effect sizes were noted in procedural thinking and algebraic procedures. However, no significant differences were found in word problem-solving. Within the ASD group, considerable variability was observed, with some individuals demonstrating age-appropriate mathematical abilities while others showed consistently low performance across all domains. The study highlights the complex nature of mathematical abilities in adolescents with ASD, characterized by significant group differences and within-group variability. These findings highlight the importance of individualized approaches in mathematical education for adolescents with ASD and emphasize the need for early identification and targeted interventions to address specific challenges in mathematical learning. En ligne : https://doi.org/10.1007/s10803-024-06645-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support / Kayla GORDON in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1398-1407 Titre : Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support Type de document : texte imprimé Auteurs : Kayla GORDON, Auteur ; Melissa SUSKO, Auteur ; Laura DE LA ROCHE, Auteur ; Elizabeth KELLEY, Auteur Article en page(s) : p.1398-1407 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Caregivers with an autistic child often experience stigma, which can lead to detrimental mental health consequences. Affiliate stigma is the internalization of, and psychological responses to, stigma experienced due to an individual’s association with a person who is stigmatized. Social support has been shown to mediate the relationship between affiliate stigma and depression in caregivers of special needs children. However, research on social support as a moderator of this relationship in autistic children has not been completed. We examined the associations between affiliate stigma, social support, and depression as well as the moderating role of social support. Using online questionnaires, 110 caregivers of autistic children reported their child’s autistic traits, affiliate stigma, perceived social support and depressive symptoms. A moderated regression was run to determine if social support significantly impacted the association between affiliate stigma and depression. Affiliate stigma was positively associated with depressive symptoms and social support was negatively associated with depressive symptoms. The moderating effect of social support on the relationship between affiliate stigma and depressive symptoms was not significant. Upon separating the social support variable into family, significant other, and friend subgroups, no additional significant moderators were found. This is one of the first studies to investigate affiliate stigma in North America and demonstrates that affiliate stigma is not only experienced by parents of autistic children but is significantly associated with depression. Clinicians working with these parents might focus on overcoming affiliate stigma to potentially ameliorate their client’s depression. En ligne : https://doi.org/10.1007/s10803-024-06655-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support [texte imprimé] / Kayla GORDON, Auteur ; Melissa SUSKO, Auteur ; Laura DE LA ROCHE, Auteur ; Elizabeth KELLEY, Auteur . - p.1398-1407. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1398-1407 Index. décimale : PER Périodiques Résumé : Caregivers with an autistic child often experience stigma, which can lead to detrimental mental health consequences. Affiliate stigma is the internalization of, and psychological responses to, stigma experienced due to an individual’s association with a person who is stigmatized. Social support has been shown to mediate the relationship between affiliate stigma and depression in caregivers of special needs children. However, research on social support as a moderator of this relationship in autistic children has not been completed. We examined the associations between affiliate stigma, social support, and depression as well as the moderating role of social support. Using online questionnaires, 110 caregivers of autistic children reported their child’s autistic traits, affiliate stigma, perceived social support and depressive symptoms. A moderated regression was run to determine if social support significantly impacted the association between affiliate stigma and depression. Affiliate stigma was positively associated with depressive symptoms and social support was negatively associated with depressive symptoms. The moderating effect of social support on the relationship between affiliate stigma and depressive symptoms was not significant. Upon separating the social support variable into family, significant other, and friend subgroups, no additional significant moderators were found. This is one of the first studies to investigate affiliate stigma in North America and demonstrates that affiliate stigma is not only experienced by parents of autistic children but is significantly associated with depression. Clinicians working with these parents might focus on overcoming affiliate stigma to potentially ameliorate their client’s depression. En ligne : https://doi.org/10.1007/s10803-024-06655-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Community Provider Perspectives on an Autism Learning Health Network: A Qualitative Study / Josie KEARNEY in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1408-1417 Titre : Community Provider Perspectives on an Autism Learning Health Network: A Qualitative Study Type de document : texte imprimé Auteurs : Josie KEARNEY, Auteur ; Catherine BOSYJ, Auteur ; Victoria ROMBOS, Auteur ; Alicia Brewer CURRAN, Auteur ; Brenda CLARK, Auteur ; Wendy CORNELL, Auteur ; Shannon MAH, Auteur ; Melissa MAHURIN, Auteur ; Nicholas PIRODDI, Auteur ; Kristin SOHL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Melanie PENNER, Auteur Article en page(s) : p.1408-1417 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although autism is highly prevalent, no single care center has enough patients to produce generalizable knowledge of optimal care; this slows the pace of quality improvement research. The Autism Care Network (ACNet) is a learning health network (LHN) dedicated to developing the most effective approach to care for autistic children and adolescents through integrating clinical and research data. Given that most autistic patients receive care in the community, expanding ACNet to include community providers is essential to improve autism care. Our objectives were to: (1) understand the current data collection practices, learning needs, capacity, and overall interest of community clinicians in participating in an autism LHN; (2) identify their perspectives on participating in a LHN and ways in which their engagement and interest can be cultivated. Participants were purposively sampled from community physicians who participated in ASD-focused educational programming. In-depth semi-structured interviews were conducted. Analysis of 29 participant interviews yielded five primary themes: Navigating Administrative Challenges, Improving Data Collection Practices, Increasing Provider Confidence and Competence, Breaking Down Silos, and System and Societal Barriers to Achieving Best Practices. This study provides a rich and nuanced understanding of the experiences of community providers regarding the challenges of ASD care provision in the community. Overall, these findings suggest that LHNs have the potential to address several of the issues in community autism care highlighted by community providers. En ligne : https://doi.org/10.1007/s10803-024-06597-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Community Provider Perspectives on an Autism Learning Health Network: A Qualitative Study [texte imprimé] / Josie KEARNEY, Auteur ; Catherine BOSYJ, Auteur ; Victoria ROMBOS, Auteur ; Alicia Brewer CURRAN, Auteur ; Brenda CLARK, Auteur ; Wendy CORNELL, Auteur ; Shannon MAH, Auteur ; Melissa MAHURIN, Auteur ; Nicholas PIRODDI, Auteur ; Kristin SOHL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Melanie PENNER, Auteur . - p.1408-1417. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1408-1417 Index. décimale : PER Périodiques Résumé : Although autism is highly prevalent, no single care center has enough patients to produce generalizable knowledge of optimal care; this slows the pace of quality improvement research. The Autism Care Network (ACNet) is a learning health network (LHN) dedicated to developing the most effective approach to care for autistic children and adolescents through integrating clinical and research data. Given that most autistic patients receive care in the community, expanding ACNet to include community providers is essential to improve autism care. Our objectives were to: (1) understand the current data collection practices, learning needs, capacity, and overall interest of community clinicians in participating in an autism LHN; (2) identify their perspectives on participating in a LHN and ways in which their engagement and interest can be cultivated. Participants were purposively sampled from community physicians who participated in ASD-focused educational programming. In-depth semi-structured interviews were conducted. Analysis of 29 participant interviews yielded five primary themes: Navigating Administrative Challenges, Improving Data Collection Practices, Increasing Provider Confidence and Competence, Breaking Down Silos, and System and Societal Barriers to Achieving Best Practices. This study provides a rich and nuanced understanding of the experiences of community providers regarding the challenges of ASD care provision in the community. Overall, these findings suggest that LHNs have the potential to address several of the issues in community autism care highlighted by community providers. En ligne : https://doi.org/10.1007/s10803-024-06597-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes / Brittany L. MANNING in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1418-1435 Titre : Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes Type de document : texte imprimé Auteurs : Brittany L. MANNING, Auteur ; Kianoosh HOSSEINI, Auteur ; Eunjin YANG, Auteur ; George A. BUZZELL, Auteur ; Nicole LANDI, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.1418-1435 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Phonology is an important foundation of reading development; however, little is known about the neural substrates of speech sound processing and reading development in autistic children. We investigated early auditory event-related potentials (ERPs) in response to speech sounds and their association with reading ability (word recognition and reading comprehension). 56 kindergarteners (28 ASD, 28 TD) completed an ERP task using rhyming, bisyllabic pseudowords (/gibu/ and /bidu/) in an old/new design: 50% “old” and 50% “new” stimuli presented following a sensitization block of 100% “old” stimuli. Behavioral measures of reading ability were completed at kindergarten entry and exit. Results from generalized linear mixed models revealed a significant three-way interaction between stimuli (“new” vs. “old”), diagnosis (ASD vs. TD), and reading ability (for word recognition and reading comprehension) for P1 and P2 amplitude. Follow-up analyses revealed that autistic children with lower reading abilities showed greater P1 and P2 amplitudes for “new” vs. “old” stimuli, with effects ranging from marginal to significant (p’s 0.04–0.07). Regression analyses revealed that old/new ERP difference scores significantly predicted later word recognition at kindergarten year-end (P1 amplitude: p = .05; P2 amplitude: p = .04), but not reading comprehension, controlling for sex and nonverbal IQ. Autistic children with poorer reading skills, specifically those with weaker word recognition abilities, show neural differences when processing speech sounds compared to autistic peers with greater reading ability and typically developing children. A better understanding of the neural basis of speech sound processing could enhance our insight into the heterogeneity in reading among individuals with ASD and guide future treatment approaches. En ligne : https://doi.org/10.1007/s10803-024-06638-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Neural Processing of Speech Sounds in Autistic Kindergarteners as a Predictor of Reading Outcomes [texte imprimé] / Brittany L. MANNING, Auteur ; Kianoosh HOSSEINI, Auteur ; Eunjin YANG, Auteur ; George A. BUZZELL, Auteur ; Nicole LANDI, Auteur ; So Hyun KIM, Auteur . - p.1418-1435. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1418-1435 Index. décimale : PER Périodiques Résumé : Phonology is an important foundation of reading development; however, little is known about the neural substrates of speech sound processing and reading development in autistic children. We investigated early auditory event-related potentials (ERPs) in response to speech sounds and their association with reading ability (word recognition and reading comprehension). 56 kindergarteners (28 ASD, 28 TD) completed an ERP task using rhyming, bisyllabic pseudowords (/gibu/ and /bidu/) in an old/new design: 50% “old” and 50% “new” stimuli presented following a sensitization block of 100% “old” stimuli. Behavioral measures of reading ability were completed at kindergarten entry and exit. Results from generalized linear mixed models revealed a significant three-way interaction between stimuli (“new” vs. “old”), diagnosis (ASD vs. TD), and reading ability (for word recognition and reading comprehension) for P1 and P2 amplitude. Follow-up analyses revealed that autistic children with lower reading abilities showed greater P1 and P2 amplitudes for “new” vs. “old” stimuli, with effects ranging from marginal to significant (p’s 0.04–0.07). Regression analyses revealed that old/new ERP difference scores significantly predicted later word recognition at kindergarten year-end (P1 amplitude: p = .05; P2 amplitude: p = .04), but not reading comprehension, controlling for sex and nonverbal IQ. Autistic children with poorer reading skills, specifically those with weaker word recognition abilities, show neural differences when processing speech sounds compared to autistic peers with greater reading ability and typically developing children. A better understanding of the neural basis of speech sound processing could enhance our insight into the heterogeneity in reading among individuals with ASD and guide future treatment approaches. En ligne : https://doi.org/10.1007/s10803-024-06638-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

The Effects of Hearing One’s Own Name on Subsequent Attention to Visual Stimuli in Autistic and Neurotypical Children: An ERP Study / Yige WANG in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1436-1447 Titre : The Effects of Hearing One’s Own Name on Subsequent Attention to Visual Stimuli in Autistic and Neurotypical Children: An ERP Study Type de document : texte imprimé Auteurs : Yige WANG, Auteur ; Yong LIU, Auteur ; Xinling WANG, Auteur ; Keith M. KENDRICK, Auteur ; Tingyong FENG, Auteur Article en page(s) : p.1436-1447 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Hearing one’s own name produces unique patterns of brain activation which triggers attention and orienting responses to the caller. Children with autism spectrum disorder (ASD) rarely orientate towards people calling their own name, but the extent to which it may facilitate processing of the following external stimuli are not yet clear. En ligne : https://doi.org/10.1007/s10803-024-06639-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] The Effects of Hearing One’s Own Name on Subsequent Attention to Visual Stimuli in Autistic and Neurotypical Children: An ERP Study [texte imprimé] / Yige WANG, Auteur ; Yong LIU, Auteur ; Xinling WANG, Auteur ; Keith M. KENDRICK, Auteur ; Tingyong FENG, Auteur . - p.1436-1447. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1436-1447 Index. décimale : PER Périodiques Résumé : Hearing one’s own name produces unique patterns of brain activation which triggers attention and orienting responses to the caller. Children with autism spectrum disorder (ASD) rarely orientate towards people calling their own name, but the extent to which it may facilitate processing of the following external stimuli are not yet clear. En ligne : https://doi.org/10.1007/s10803-024-06639-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

“I Know it’s Good to Do it”: A Qualitative Study Exploring the Perspective of Autistic Men on Social Motivation / Silke VAN DIJK in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1448-1459 Titre : “I Know it’s Good to Do it”: A Qualitative Study Exploring the Perspective of Autistic Men on Social Motivation Type de document : texte imprimé Auteurs : Silke VAN DIJK, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.1448-1459 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The social motivation hypothesis states that people with Autism Spectrum Condition (ASC) have a diminished social motivation, that is (1) less priority in attention for objects of social importance, (2) diminished social reward, and (3) less desire to maintain and strengthen relationships. Little is known about the perception of autistic people on their social motivation. This study used semi-structured interviews to explore how eleven autistic men perceived their social motivation, behaviour, and interactions. In the interpretative phenomenological analysis, five themes were identified: (1) social network, (2) importance of social contact, (3) challenges regarding social contact, (4) conditionality of social contact, and (5) the struggle between importance, challenges and conditionality of social contact. Social motivation appeared to be a dynamic concept that varied between individuals and contexts. Most participants struggled between valuing social contact as important and the challenges they faced on a social level over the different contexts in which they participated. Even though elements of the social motivation hypothesis were recognized, the main finding was that this struggle seemed to be the source of the diminished social motivation that was observed in some of these men. Although more research is needed, the findings of this study could imply that social motivation might not be as straightforward for autistic men as described in the social motivation hypothesis. En ligne : https://doi.org/10.1007/s10803-024-06651-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] “I Know it’s Good to Do it”: A Qualitative Study Exploring the Perspective of Autistic Men on Social Motivation [texte imprimé] / Silke VAN DIJK, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur . - p.1448-1459. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1448-1459 Index. décimale : PER Périodiques Résumé : The social motivation hypothesis states that people with Autism Spectrum Condition (ASC) have a diminished social motivation, that is (1) less priority in attention for objects of social importance, (2) diminished social reward, and (3) less desire to maintain and strengthen relationships. Little is known about the perception of autistic people on their social motivation. This study used semi-structured interviews to explore how eleven autistic men perceived their social motivation, behaviour, and interactions. In the interpretative phenomenological analysis, five themes were identified: (1) social network, (2) importance of social contact, (3) challenges regarding social contact, (4) conditionality of social contact, and (5) the struggle between importance, challenges and conditionality of social contact. Social motivation appeared to be a dynamic concept that varied between individuals and contexts. Most participants struggled between valuing social contact as important and the challenges they faced on a social level over the different contexts in which they participated. Even though elements of the social motivation hypothesis were recognized, the main finding was that this struggle seemed to be the source of the diminished social motivation that was observed in some of these men. Although more research is needed, the findings of this study could imply that social motivation might not be as straightforward for autistic men as described in the social motivation hypothesis. En ligne : https://doi.org/10.1007/s10803-024-06651-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Prior Diagnoses and Age of Diagnosis in Children Later Diagnosed with Autism / Maire C. DIEMER in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1460-1472 Titre : Prior Diagnoses and Age of Diagnosis in Children Later Diagnosed with Autism Type de document : texte imprimé Auteurs : Maire C. DIEMER, Auteur ; Emily GERSTEIN, Auteur Article en page(s) : p.1460-1472 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Awareness of autism is rising, yet social determinants of health impact ages of diagnosis, and diagnostic load. Unequal rates of diagnoses may indicate biases in the healthcare system. This study investigates six prior diagnoses (ADHD, conduct, adjustment, anxiety, mood, and intellectual disability) assigned to children who are later diagnosed with autism. The study investigates how race, sex, and geographic factors were associated with age of diagnosis and diagnostic load. A sample of 13,850 (78.16% male and 14.43% Black, with 57.95% of children living in urban regions) children aged 2–10 who were diagnosed with autism on Missouri Medicaid between 2015 and 2019 were studied. Indicated that being White, living urban, and having more prior diagnoses were associated with older age of autism diagnosis. Using logistic regressions, being White was associated with a child being more likely diagnosed with all prior diagnoses aside from intellectual disability. Being male was related to a higher likelihood of ADHD, and lower likelihood of intellectual disability. Being White was associated with higher likelihood of most diagnoses, even in urban-only samples, potentially reflecting more access to providers and office visits. Living in rural areas was also associated with earlier diagnosis and more prior diagnoses such as ADHD and conduct, which may be due to types of providers or specialists seen. Future research should look at barriers to diagnosis and the advantages and disadvantages of a higher diagnostic load. En ligne : https://doi.org/10.1007/s10803-024-06637-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Prior Diagnoses and Age of Diagnosis in Children Later Diagnosed with Autism [texte imprimé] / Maire C. DIEMER, Auteur ; Emily GERSTEIN, Auteur . - p.1460-1472. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1460-1472 Index. décimale : PER Périodiques Résumé : Awareness of autism is rising, yet social determinants of health impact ages of diagnosis, and diagnostic load. Unequal rates of diagnoses may indicate biases in the healthcare system. This study investigates six prior diagnoses (ADHD, conduct, adjustment, anxiety, mood, and intellectual disability) assigned to children who are later diagnosed with autism. The study investigates how race, sex, and geographic factors were associated with age of diagnosis and diagnostic load. A sample of 13,850 (78.16% male and 14.43% Black, with 57.95% of children living in urban regions) children aged 2–10 who were diagnosed with autism on Missouri Medicaid between 2015 and 2019 were studied. Indicated that being White, living urban, and having more prior diagnoses were associated with older age of autism diagnosis. Using logistic regressions, being White was associated with a child being more likely diagnosed with all prior diagnoses aside from intellectual disability. Being male was related to a higher likelihood of ADHD, and lower likelihood of intellectual disability. Being White was associated with higher likelihood of most diagnoses, even in urban-only samples, potentially reflecting more access to providers and office visits. Living in rural areas was also associated with earlier diagnosis and more prior diagnoses such as ADHD and conduct, which may be due to types of providers or specialists seen. Future research should look at barriers to diagnosis and the advantages and disadvantages of a higher diagnostic load. En ligne : https://doi.org/10.1007/s10803-024-06637-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

The Breastfeeding Experiences of Mother–Infant Dyads and the Effects of an FMR1 Mutation / Emily CHEVES in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1473-1488 Titre : The Breastfeeding Experiences of Mother–Infant Dyads and the Effects of an FMR1 Mutation Type de document : texte imprimé Auteurs : Emily CHEVES, Auteur ; Sarah Nelson POTTER, Auteur ; Oksana KUTSA, Auteur ; Sara M. ANDREWS, Auteur ; Angela GWALTNEY, Auteur ; Anne WHEELER, Auteur Article en page(s) : p.1473-1488 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the early breastfeeding experiences of mothers with an FMR1 premutation (FXPM) and their infants with and without fragile X syndrome (FXS) to identify early feeding needs and potential opportunities for intervention. Data collection occurred through a retrospective national survey that captured data on breastfeeding experiences and co-occurring conditions of mother and child. Participants were 246 mothers with an FXPM. Of their 384 infants, 287 had FXS and 97 were unaffected (i.e., they did not have FXS or an FXPM). Unaffected infants had a longer breastfeeding duration relative to infants with FXS, and infants of mothers who had postpartum depression (PPD). Additionally, infants who were reported to display aggressiveness towards others later in childhood had a shorter breastfeeding duration than those who did not go on to display aggression. Approximately 42% percent of mothers reported difficulties with breastfeeding infants with FXS compared to only 17% of unaffected infants. The most common reason for breastfeeding cessation for mothers of children with FXS was perceived difficulties in breastfeeding for the child (37%), whereas the most common reason for mothers of unaffected infants was a personal choice to stop (37%). This study provides preliminary evidence that infants with FXS show early phenotypes that make breastfeeding more difficult. Future research should investigate whether interventions for infants with FXS could improve breastfeeding outcomes. En ligne : https://doi.org/10.1007/s10803-024-06644-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] The Breastfeeding Experiences of Mother–Infant Dyads and the Effects of an FMR1 Mutation [texte imprimé] / Emily CHEVES, Auteur ; Sarah Nelson POTTER, Auteur ; Oksana KUTSA, Auteur ; Sara M. ANDREWS, Auteur ; Angela GWALTNEY, Auteur ; Anne WHEELER, Auteur . - p.1473-1488. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1473-1488 Index. décimale : PER Périodiques Résumé : This study examined the early breastfeeding experiences of mothers with an FMR1 premutation (FXPM) and their infants with and without fragile X syndrome (FXS) to identify early feeding needs and potential opportunities for intervention. Data collection occurred through a retrospective national survey that captured data on breastfeeding experiences and co-occurring conditions of mother and child. Participants were 246 mothers with an FXPM. Of their 384 infants, 287 had FXS and 97 were unaffected (i.e., they did not have FXS or an FXPM). Unaffected infants had a longer breastfeeding duration relative to infants with FXS, and infants of mothers who had postpartum depression (PPD). Additionally, infants who were reported to display aggressiveness towards others later in childhood had a shorter breastfeeding duration than those who did not go on to display aggression. Approximately 42% percent of mothers reported difficulties with breastfeeding infants with FXS compared to only 17% of unaffected infants. The most common reason for breastfeeding cessation for mothers of children with FXS was perceived difficulties in breastfeeding for the child (37%), whereas the most common reason for mothers of unaffected infants was a personal choice to stop (37%). This study provides preliminary evidence that infants with FXS show early phenotypes that make breastfeeding more difficult. Future research should investigate whether interventions for infants with FXS could improve breastfeeding outcomes. En ligne : https://doi.org/10.1007/s10803-024-06644-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Parental Representations and Emotional Availability: The Case of Children with Autism and Severe Behavior Problems / Efrat SHER-CENSOR in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1489-1502 Titre : Parental Representations and Emotional Availability: The Case of Children with Autism and Severe Behavior Problems Type de document : texte imprimé Auteurs : Efrat SHER-CENSOR, Auteur ; Moria HAREL, Auteur ; David OPPENHEIM, Auteur ; Adi ARAN, Auteur Article en page(s) : p.1489-1502 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies suggest that parents’ emotional availability (EA) is associated with children’s wellbeing, including in the case of children with autism. Our study extended prior research by examining the role of parents’ representations in fostering parental EA and by focusing on fathers and on children with autism and severe behavior problems. We expected that parents’ positive representations would be associated with higher EA and compared mothers’ and fathers’ representations and EA. Participants were 79 mothers and 69 fathers (child age range = 61–173 months, 21.95% girls). Representation assessments included the Reaction to Diagnosis Questionnaire, tapping resolution with respect to the child’s diagnosis, and the coherence and positive comments in parents’ Five Minute Speech Samples about the child. Parents’ EA was coded from parent–child play interactions. Controlling for children’s autism symptoms and adaptive functioning, mothers’ resolution with respect to the child’s diagnosis and positive comments (but not coherence) were associated with their EA, and fathers’ coherence (but not positive comments and resolution) was associated with their EA. Mothers expressed more positive comments than fathers, and the resolution and EA scores of mothers and fathers were significantly correlated. Our results highlight the importance of considering both parents’ representations and EA when studying and working with families of children with autism and severe behavior problems. En ligne : https://doi.org/10.1007/s10803-024-06629-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Parental Representations and Emotional Availability: The Case of Children with Autism and Severe Behavior Problems [texte imprimé] / Efrat SHER-CENSOR, Auteur ; Moria HAREL, Auteur ; David OPPENHEIM, Auteur ; Adi ARAN, Auteur . - p.1489-1502. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1489-1502 Index. décimale : PER Périodiques Résumé : Studies suggest that parents’ emotional availability (EA) is associated with children’s wellbeing, including in the case of children with autism. Our study extended prior research by examining the role of parents’ representations in fostering parental EA and by focusing on fathers and on children with autism and severe behavior problems. We expected that parents’ positive representations would be associated with higher EA and compared mothers’ and fathers’ representations and EA. Participants were 79 mothers and 69 fathers (child age range = 61–173 months, 21.95% girls). Representation assessments included the Reaction to Diagnosis Questionnaire, tapping resolution with respect to the child’s diagnosis, and the coherence and positive comments in parents’ Five Minute Speech Samples about the child. Parents’ EA was coded from parent–child play interactions. Controlling for children’s autism symptoms and adaptive functioning, mothers’ resolution with respect to the child’s diagnosis and positive comments (but not coherence) were associated with their EA, and fathers’ coherence (but not positive comments and resolution) was associated with their EA. Mothers expressed more positive comments than fathers, and the resolution and EA scores of mothers and fathers were significantly correlated. Our results highlight the importance of considering both parents’ representations and EA when studying and working with families of children with autism and severe behavior problems. En ligne : https://doi.org/10.1007/s10803-024-06629-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter / Zhengli XIE in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1503-1515 Titre : A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter Type de document : texte imprimé Auteurs : Zhengli XIE, Auteur ; Mengting LI, Auteur ; Yan WANG, Auteur Article en page(s) : p.1503-1515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Teachers’ attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers’ ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals’ leadership, and in-service training) on teachers’ ATIE and the mediating effect of self-efficacy in the relationships. En ligne : https://doi.org/10.1007/s10803-024-06660-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter [texte imprimé] / Zhengli XIE, Auteur ; Mengting LI, Auteur ; Yan WANG, Auteur . - p.1503-1515. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1503-1515 Index. décimale : PER Périodiques Résumé : Teachers’ attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers’ ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals’ leadership, and in-service training) on teachers’ ATIE and the mediating effect of self-efficacy in the relationships. En ligne : https://doi.org/10.1007/s10803-024-06660-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

College Students Recognize Characteristics of Autism, but Struggle to Differentiate Between Characteristics of Autism and Other Disabilities / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1516-1525 Titre : College Students Recognize Characteristics of Autism, but Struggle to Differentiate Between Characteristics of Autism and Other Disabilities Type de document : texte imprimé Auteurs : Camilla M. MCMAHON, Auteur Article en page(s) : p.1516-1525 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study evaluates whether college students can identify characteristics of autism as diagnostic for autism, and characteristics of other disabilities as not diagnostic for autism. This study also examines metacognitive awareness of autism knowledge, evaluating whether college students can accurately calibrate their confidence in their beliefs about autistic characteristics. 283 college students completed the Autism Symptomatology Knowledge Assessment (McMahon et al. Research in Autism Spectrum Disorders 71:101499, 2020). In this assessment, participants were presented with characteristics of autism and other disabilities and asked to identify which characteristics could be used to diagnose someone with autism. For each characteristic, participants indicated how certain they were in their response. Participants more accurately categorized characteristics of autism, particularly social interaction and communication challenges, as being consistent with an autism diagnosis. Participants had more difficulty identifying that characteristics of other disabilities, especially anxiety, ADHD, and learning disabilities, were not diagnostic for autism. For autistic characteristics, participants’ confidence and accuracy were positively correlated, such that participants who responded accurately were more confident in their response than those who responded inaccurately. For other disability characteristics, confidence and accuracy were typically not correlated or inversely correlated, indicating poor metacognitive awareness. College students confuse autism with other disabilities, which may have important implications in real-world contexts. Furthermore, individuals with poor metacognitive awareness of their autism knowledge may not realize that they are confusing autism with other disabilities, such that they may not seek out additional corrective information about autism. En ligne : https://doi.org/10.1007/s10803-024-06631-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] College Students Recognize Characteristics of Autism, but Struggle to Differentiate Between Characteristics of Autism and Other Disabilities [texte imprimé] / Camilla M. MCMAHON, Auteur . - p.1516-1525. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1516-1525 Index. décimale : PER Périodiques Résumé : The current study evaluates whether college students can identify characteristics of autism as diagnostic for autism, and characteristics of other disabilities as not diagnostic for autism. This study also examines metacognitive awareness of autism knowledge, evaluating whether college students can accurately calibrate their confidence in their beliefs about autistic characteristics. 283 college students completed the Autism Symptomatology Knowledge Assessment (McMahon et al. Research in Autism Spectrum Disorders 71:101499, 2020). In this assessment, participants were presented with characteristics of autism and other disabilities and asked to identify which characteristics could be used to diagnose someone with autism. For each characteristic, participants indicated how certain they were in their response. Participants more accurately categorized characteristics of autism, particularly social interaction and communication challenges, as being consistent with an autism diagnosis. Participants had more difficulty identifying that characteristics of other disabilities, especially anxiety, ADHD, and learning disabilities, were not diagnostic for autism. For autistic characteristics, participants’ confidence and accuracy were positively correlated, such that participants who responded accurately were more confident in their response than those who responded inaccurately. For other disability characteristics, confidence and accuracy were typically not correlated or inversely correlated, indicating poor metacognitive awareness. College students confuse autism with other disabilities, which may have important implications in real-world contexts. Furthermore, individuals with poor metacognitive awareness of their autism knowledge may not realize that they are confusing autism with other disabilities, such that they may not seek out additional corrective information about autism. En ligne : https://doi.org/10.1007/s10803-024-06631-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children / Jacqueline C. S. TO in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1526-1534 Titre : Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children Type de document : texte imprimé Auteurs : Jacqueline C. S. TO, Auteur ; Marshall M. C. HUI, Auteur ; Karson T. F. KUNG, Auteur Article en page(s) : p.1526-1534 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The several prior studies assessing gender identity in young autistic individuals mostly included a mix of child and adolescent participants, heavily relied on parent-reported measures, and yielded mixed findings. A single parent-reported item from the Child Behavior Checklist assessing “wish to be of the opposite sex” was employed in most of these studies. Only one prior study focused specifically on children, but that study employed parent-reported measures. En ligne : https://doi.org/10.1007/s10803-024-06667-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children [texte imprimé] / Jacqueline C. S. TO, Auteur ; Marshall M. C. HUI, Auteur ; Karson T. F. KUNG, Auteur . - p.1526-1534. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1526-1534 Index. décimale : PER Périodiques Résumé : The several prior studies assessing gender identity in young autistic individuals mostly included a mix of child and adolescent participants, heavily relied on parent-reported measures, and yielded mixed findings. A single parent-reported item from the Child Behavior Checklist assessing “wish to be of the opposite sex” was employed in most of these studies. Only one prior study focused specifically on children, but that study employed parent-reported measures. En ligne : https://doi.org/10.1007/s10803-024-06667-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Emotional and Behavioral Impacts of the February 6, 2023 Earthquake on Children with Autism Spectrum Disorder: An Evaluation from the Parental Perspective / Bıradost Boran ŞIMŞEK in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1535-1548 Titre : Emotional and Behavioral Impacts of the February 6, 2023 Earthquake on Children with Autism Spectrum Disorder: An Evaluation from the Parental Perspective Type de document : texte imprimé Auteurs : Bıradost Boran ŞIMŞEK, Auteur ; Gülseren KESKIN, Auteur ; İsmail YıLDıZ, Auteur ; Ali EKŞI, Auteur Article en page(s) : p.1535-1548 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Earthquakes have serious psychosocial and emotional effects on children diagnosed with autism spectrum disorder (ASD) and their parents. The limited number of studies investigating the earthquake experience of children with ASD and their parents indicates a need to improve existing research in this area. The aim of this study was to assess parents’ experiences with their children after the earthquake and their reactions to the earthquake. En ligne : https://doi.org/10.1007/s10803-024-06673-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Emotional and Behavioral Impacts of the February 6, 2023 Earthquake on Children with Autism Spectrum Disorder: An Evaluation from the Parental Perspective [texte imprimé] / Bıradost Boran ŞIMŞEK, Auteur ; Gülseren KESKIN, Auteur ; İsmail YıLDıZ, Auteur ; Ali EKŞI, Auteur . - p.1535-1548. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1535-1548 Index. décimale : PER Périodiques Résumé : Earthquakes have serious psychosocial and emotional effects on children diagnosed with autism spectrum disorder (ASD) and their parents. The limited number of studies investigating the earthquake experience of children with ASD and their parents indicates a need to improve existing research in this area. The aim of this study was to assess parents’ experiences with their children after the earthquake and their reactions to the earthquake. En ligne : https://doi.org/10.1007/s10803-024-06673-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

A Longitudinal Examination of Autism Services, Child Adaptive Functioning, and Parent Quality of Life during the COVID-19 Pandemic / Joshua ANBAR in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1549-1558 Titre : A Longitudinal Examination of Autism Services, Child Adaptive Functioning, and Parent Quality of Life during the COVID-19 Pandemic Type de document : texte imprimé Auteurs : Joshua ANBAR, Auteur ; Colleen J. SBEGLIA, Auteur ; B. Blair BRADEN, Auteur ; Christopher J. SMITH, Auteur ; Melissa MITCHELL, Auteur ; Nicole L. MATTHEWS, Auteur Article en page(s) : p.1549-1558 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The delivery of services to children with autism spectrum disorder (ASD) was disrupted during the coronavirus disease 2019 (COVID-19) pandemic, which may have affected child functioning and caregiver quality of life (QoL). This study examined changes in service intensity, child adaptive functioning, and caregiver QoL during the COVID-19 pandemic. Participants were 146 caregivers (87% mothers) of children with ASD (M age = 8.22 years; SD = 4.21) who were invited to complete an online survey about service intensity, child functioning, and caregiver QoL at four time points between the summer of 2020 and the summer of 2021. Simple regressions indicated that child adaptive functioning and caregiver QoL increased over time after stay-at-home orders were lifted. Fixed effects regression models indicated that increases in service intensity were associated with concurrent increases in caregiver physical QoL. Decreases in child repetitive behaviors were associated with concurrent increases in caregiver social and environmental QoL. These findings suggest that children and their caregivers demonstrated resilience in the year after stay-at-home orders were lifted. Additionally, service intensity and child repetitive behaviors may impact caregiver QoL, making these variables areas of opportunity for stakeholders and professionals. En ligne : https://doi.org/10.1007/s10803-024-06614-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] A Longitudinal Examination of Autism Services, Child Adaptive Functioning, and Parent Quality of Life during the COVID-19 Pandemic [texte imprimé] / Joshua ANBAR, Auteur ; Colleen J. SBEGLIA, Auteur ; B. Blair BRADEN, Auteur ; Christopher J. SMITH, Auteur ; Melissa MITCHELL, Auteur ; Nicole L. MATTHEWS, Auteur . - p.1549-1558. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1549-1558 Index. décimale : PER Périodiques Résumé : The delivery of services to children with autism spectrum disorder (ASD) was disrupted during the coronavirus disease 2019 (COVID-19) pandemic, which may have affected child functioning and caregiver quality of life (QoL). This study examined changes in service intensity, child adaptive functioning, and caregiver QoL during the COVID-19 pandemic. Participants were 146 caregivers (87% mothers) of children with ASD (M age = 8.22 years; SD = 4.21) who were invited to complete an online survey about service intensity, child functioning, and caregiver QoL at four time points between the summer of 2020 and the summer of 2021. Simple regressions indicated that child adaptive functioning and caregiver QoL increased over time after stay-at-home orders were lifted. Fixed effects regression models indicated that increases in service intensity were associated with concurrent increases in caregiver physical QoL. Decreases in child repetitive behaviors were associated with concurrent increases in caregiver social and environmental QoL. These findings suggest that children and their caregivers demonstrated resilience in the year after stay-at-home orders were lifted. Additionally, service intensity and child repetitive behaviors may impact caregiver QoL, making these variables areas of opportunity for stakeholders and professionals. En ligne : https://doi.org/10.1007/s10803-024-06614-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Facing Change and Uncertainty: Lessons Learned from Autistic Children and their Families During the COVID-19 Pandemic / Farah MGAIETH in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1559-1572 Titre : Facing Change and Uncertainty: Lessons Learned from Autistic Children and their Families During the COVID-19 Pandemic Type de document : texte imprimé Auteurs : Farah MGAIETH, Auteur ; Melanie PALMER, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur Article en page(s) : p.1559-1572 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic presented a great challenge for individuals around the globe, and particularly for vulnerable populations such as autistic children. This qualitative study explored the experience of autistic children (both verbal and minimally verbal) and their families during the pandemic in August-October 2020 through the lens of 18 parents recruited from an opportunistic follow-up of a randomized controlled trial. Findings revealed that the pandemic was detrimental to the mental health of most parents. School closures, disrupted routines and concerns of the virus were believed by parents to be particularly responsible for increased in their child’s behaviour that challenges and anxiety, resulting in changes in acquired skills and development of tics for some. However, other parents reported that increased one-to-one interaction with their child improved their social interaction and communication. Additionally, families felt more able to cope with the situation when supported by their partner, support services and schools. The findings highlight the challenges and benefits experienced by families with an autistic child during the pandemic. They provide valuable insights into potential areas that warrant attention when preparing for future emergencies. Enhancing our ability to respond to the needs of autistic children and their families, and establishing policies that can support their well-being should be prioritised to effectively address future challenges. En ligne : https://doi.org/10.1007/s10803-024-06656-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Facing Change and Uncertainty: Lessons Learned from Autistic Children and their Families During the COVID-19 Pandemic [texte imprimé] / Farah MGAIETH, Auteur ; Melanie PALMER, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur . - p.1559-1572. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1559-1572 Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic presented a great challenge for individuals around the globe, and particularly for vulnerable populations such as autistic children. This qualitative study explored the experience of autistic children (both verbal and minimally verbal) and their families during the pandemic in August-October 2020 through the lens of 18 parents recruited from an opportunistic follow-up of a randomized controlled trial. Findings revealed that the pandemic was detrimental to the mental health of most parents. School closures, disrupted routines and concerns of the virus were believed by parents to be particularly responsible for increased in their child’s behaviour that challenges and anxiety, resulting in changes in acquired skills and development of tics for some. However, other parents reported that increased one-to-one interaction with their child improved their social interaction and communication. Additionally, families felt more able to cope with the situation when supported by their partner, support services and schools. The findings highlight the challenges and benefits experienced by families with an autistic child during the pandemic. They provide valuable insights into potential areas that warrant attention when preparing for future emergencies. Enhancing our ability to respond to the needs of autistic children and their families, and establishing policies that can support their well-being should be prioritised to effectively address future challenges. En ligne : https://doi.org/10.1007/s10803-024-06656-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Screen Time and Autism Spectrum Disorder: A Comprehensive Systematic Review of Risk, Usage, and Addiction / Guojing YUAN in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1573-1587 Titre : Screen Time and Autism Spectrum Disorder: A Comprehensive Systematic Review of Risk, Usage, and Addiction Type de document : texte imprimé Auteurs : Guojing YUAN, Auteur ; Zhihui ZHU, Auteur ; Haiyun GUO, Auteur ; Huayu YANG, Auteur ; Jianghui ZHANG, Auteur ; Kexin ZHANG, Auteur ; Xueqing ZHANG, Auteur ; Xiaoyan LU, Auteur ; Jun DU, Auteur ; Haiyan SHI, Auteur ; Guifang JIN, Auteur ; Jiahu HAO, Auteur ; Ying SUN, Auteur ; Puyu SU, Auteur ; Zhihua ZHANG, Auteur Article en page(s) : p.1573-1587 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The relationship between autism spectrum disorder (ASD) and screen time (ST) has been extensively studied; but the evidence remains inconsistent, and a comprehensive quantitative synthesis of this association is lacking. This study aims to provide a robust quantitative assessment of the relationship between ASD and ST by consolidating and analyzing available evidence to offer a more precise understanding of this complex association. This systematic review followed PRISMA 2020 statement, and applied a quality assessment tool for quantitative studies to identity best available evidence. A comprehensive search was conducted in PubMed, Web of Science, Embase, and Scopus, covering literature published from January 1, 2006 to June 12, 2024. In total, 30 studies involving 356,666 participants met the inclusion criteria. The findings revealed a significant association between screen exposure in preschool children and the development of ASD, with a longer duration of screen exposure correlating with an increased likelihood of being diagnosed with autism. Furthermore, autistic people tend to have longer daily screen use and are at a higher risk of screen addiction compared to non-autistic individuals. These findings emphasize the importance of limiting ST for preschoolers and autistic people. However, the level of evidence supporting these conclusions is very low. Future studies should focus on controlling for confounding factors, using more objective measures, and further investigate the relationship between screen engagement styles (active or passive), screen use patterns (screen devices and content), and ASD. En ligne : https://doi.org/10.1007/s10803-024-06665-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Screen Time and Autism Spectrum Disorder: A Comprehensive Systematic Review of Risk, Usage, and Addiction [texte imprimé] / Guojing YUAN, Auteur ; Zhihui ZHU, Auteur ; Haiyun GUO, Auteur ; Huayu YANG, Auteur ; Jianghui ZHANG, Auteur ; Kexin ZHANG, Auteur ; Xueqing ZHANG, Auteur ; Xiaoyan LU, Auteur ; Jun DU, Auteur ; Haiyan SHI, Auteur ; Guifang JIN, Auteur ; Jiahu HAO, Auteur ; Ying SUN, Auteur ; Puyu SU, Auteur ; Zhihua ZHANG, Auteur . - p.1573-1587. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1573-1587 Index. décimale : PER Périodiques Résumé : The relationship between autism spectrum disorder (ASD) and screen time (ST) has been extensively studied; but the evidence remains inconsistent, and a comprehensive quantitative synthesis of this association is lacking. This study aims to provide a robust quantitative assessment of the relationship between ASD and ST by consolidating and analyzing available evidence to offer a more precise understanding of this complex association. This systematic review followed PRISMA 2020 statement, and applied a quality assessment tool for quantitative studies to identity best available evidence. A comprehensive search was conducted in PubMed, Web of Science, Embase, and Scopus, covering literature published from January 1, 2006 to June 12, 2024. In total, 30 studies involving 356,666 participants met the inclusion criteria. The findings revealed a significant association between screen exposure in preschool children and the development of ASD, with a longer duration of screen exposure correlating with an increased likelihood of being diagnosed with autism. Furthermore, autistic people tend to have longer daily screen use and are at a higher risk of screen addiction compared to non-autistic individuals. These findings emphasize the importance of limiting ST for preschoolers and autistic people. However, the level of evidence supporting these conclusions is very low. Future studies should focus on controlling for confounding factors, using more objective measures, and further investigate the relationship between screen engagement styles (active or passive), screen use patterns (screen devices and content), and ASD. En ligne : https://doi.org/10.1007/s10803-024-06665-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Perception and Production of Pitch Information in Mandarin-Speaking Children with Autism Spectrum Disorders / Wen MA in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1588-1605 Titre : Perception and Production of Pitch Information in Mandarin-Speaking Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Wen MA, Auteur ; Xuequn DAI, Auteur ; Hao ZHANG, Auteur Article en page(s) : p.1588-1605 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated the categorical perception (CP) of linguistic pitch (lexical tones) and nonlinguistic pitch (pure tones), as well as tonal production in Mandarin-speaking children with autism spectrum disorders (ASD). A total of 26 Mandarin-speaking children with ASD and 29 age-matched typically developing (TD) children were recruited for this study. The Mandarin T2-T3 contrast and corresponding pure tones with identical pitch contours were adopted to assess the nuanced pitch processing abilities of the child participants via the CP paradigm. Accordingly, tonal production was focused on T2 and T3 with analyses of the dynamic pitch contours and tonal differentiation. Mandarin-speaking children with ASD exhibited atypical CP for linguistic pitch in comparison with their TD peers. However, the categorization of linguistic pitch exceeded that of nonlinguistic pitch among the ASD participants, indicating a global over local processing pattern contrary to autistic individuals in non-tonal languages. Additionally, despite atypical pitch contours in producing T2 and T3, the ASD group showed comparable differentiable degrees of the two tones in production to the TD group. Findings of this study served as a foray into contesting current theories’ claims of local bias and/or global impairment in the autistic population, prompting further inspections on individuals with different language backgrounds and stimuli processing with various complexities. Additionally, findings of this study underscore the necessity of developing tailored assessments and interventions to enhance the perception and production of complex and confusable tones, thereby improving perceptual robustness and communication skills in Mandarin-speaking children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06601-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Perception and Production of Pitch Information in Mandarin-Speaking Children with Autism Spectrum Disorders [texte imprimé] / Wen MA, Auteur ; Xuequn DAI, Auteur ; Hao ZHANG, Auteur . - p.1588-1605. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1588-1605 Index. décimale : PER Périodiques Résumé : This study investigated the categorical perception (CP) of linguistic pitch (lexical tones) and nonlinguistic pitch (pure tones), as well as tonal production in Mandarin-speaking children with autism spectrum disorders (ASD). A total of 26 Mandarin-speaking children with ASD and 29 age-matched typically developing (TD) children were recruited for this study. The Mandarin T2-T3 contrast and corresponding pure tones with identical pitch contours were adopted to assess the nuanced pitch processing abilities of the child participants via the CP paradigm. Accordingly, tonal production was focused on T2 and T3 with analyses of the dynamic pitch contours and tonal differentiation. Mandarin-speaking children with ASD exhibited atypical CP for linguistic pitch in comparison with their TD peers. However, the categorization of linguistic pitch exceeded that of nonlinguistic pitch among the ASD participants, indicating a global over local processing pattern contrary to autistic individuals in non-tonal languages. Additionally, despite atypical pitch contours in producing T2 and T3, the ASD group showed comparable differentiable degrees of the two tones in production to the TD group. Findings of this study served as a foray into contesting current theories’ claims of local bias and/or global impairment in the autistic population, prompting further inspections on individuals with different language backgrounds and stimuli processing with various complexities. Additionally, findings of this study underscore the necessity of developing tailored assessments and interventions to enhance the perception and production of complex and confusable tones, thereby improving perceptual robustness and communication skills in Mandarin-speaking children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06601-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Gender Diversity, Gender Dysphoria/Incongruence, and the Intersection with Autism Spectrum Disorders: An Updated Scoping Review / Hannah M. REA in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1606-1657 Titre : Gender Diversity, Gender Dysphoria/Incongruence, and the Intersection with Autism Spectrum Disorders: An Updated Scoping Review Type de document : texte imprimé Auteurs : Hannah M. REA, Auteur ; Roald A. ØIEN, Auteur ; Sara Jane WEBB, Auteur ; Shivam BANSAL, Auteur ; John F. STRANG, Auteur ; Anders NORDAHL-HANSEN, Auteur Article en page(s) : p.1606-1657 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In several ways, 2018 represents a global pivot point in research and care related to the intersection of gender diversity and autism, reflected by the increase in the number of studies on the intersection and broadening of topics. We conducted a scoping review of the literature published between September 2018 and January 2024 to summarize recent research in the field. We compared and contrasted research trends post September 2018 to research that was summarized in previous scoping reviews (Nordahl-Hansen et al. in J Autism Develop Disord 49:1745–1748, 2019; Øien et al. J Autism Develop Disord 48(12):4028–4037, 2018. https://doi.org/10.1007/s10803-018-3843-z). We also summarized systematic reviews and meta-analyses published after 2018. Compared to previous reviews, we included more comprehensive search terms to focus on gender diversity broadly, rather than just gender dysphoria or gender identity disorder, and we included more detailed coding categories to uniquely identify shifts and continuities in research priorities over time. A total of 99 empirical research studies were published after August 2018 (the end of the search in the previous review) and through January 2024 on autism, gender diversity, and related topics were reviewed. There has been growth in the quantity and quality of studies on the intersection of autism and gender diversity, although methodological improvements are still needed and described in the current review. Future research should include more collaborations with stakeholders to set research priorities that are reflective of the communities being described. En ligne : https://doi.org/10.1007/s10803-024-06650-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Gender Diversity, Gender Dysphoria/Incongruence, and the Intersection with Autism Spectrum Disorders: An Updated Scoping Review [texte imprimé] / Hannah M. REA, Auteur ; Roald A. ØIEN, Auteur ; Sara Jane WEBB, Auteur ; Shivam BANSAL, Auteur ; John F. STRANG, Auteur ; Anders NORDAHL-HANSEN, Auteur . - p.1606-1657. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1606-1657 Index. décimale : PER Périodiques Résumé : In several ways, 2018 represents a global pivot point in research and care related to the intersection of gender diversity and autism, reflected by the increase in the number of studies on the intersection and broadening of topics. We conducted a scoping review of the literature published between September 2018 and January 2024 to summarize recent research in the field. We compared and contrasted research trends post September 2018 to research that was summarized in previous scoping reviews (Nordahl-Hansen et al. in J Autism Develop Disord 49:1745–1748, 2019; Øien et al. J Autism Develop Disord 48(12):4028–4037, 2018. https://doi.org/10.1007/s10803-018-3843-z). We also summarized systematic reviews and meta-analyses published after 2018. Compared to previous reviews, we included more comprehensive search terms to focus on gender diversity broadly, rather than just gender dysphoria or gender identity disorder, and we included more detailed coding categories to uniquely identify shifts and continuities in research priorities over time. A total of 99 empirical research studies were published after August 2018 (the end of the search in the previous review) and through January 2024 on autism, gender diversity, and related topics were reviewed. There has been growth in the quantity and quality of studies on the intersection of autism and gender diversity, although methodological improvements are still needed and described in the current review. Future research should include more collaborations with stakeholders to set research priorities that are reflective of the communities being described. En ligne : https://doi.org/10.1007/s10803-024-06650-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Parent-Reported Outcome Measures for Individuals with Fragile X Syndrome: Clinically Meaningful Change Thresholds / Meredith A. NELSON in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1658-1670 Titre : Parent-Reported Outcome Measures for Individuals with Fragile X Syndrome: Clinically Meaningful Change Thresholds Type de document : texte imprimé Auteurs : Meredith A. NELSON, Auteur ; Lauren M. SCHMITT, Auteur ; Paul S. HORN, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; David HESSL, Auteur ; Rebecca C. SHAFFER, Auteur ; Randall CARPENTER, Auteur ; Dejan B. BUDIMIROVIC, Auteur ; Paul WANG, Auteur ; Debra L. REISINGER, Auteur ; Karen WALTON-BOWEN, Auteur ; Craig A. ERICKSON, Auteur Article en page(s) : p.1658-1670 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Estimating meaningful change thresholds (MCT) on clinical outcome assessments is an important consideration when evaluating treatments. In fragile X syndrome (FXS) research, there has been no consensus on how to define MCT’s on several commonly used outcome measures. The purpose of the current study was to determine clinically relevant MCT’s of caregiver-rated assessments using data from a phase 3 clinical trials of arbaclofen (Berry-Kravis et al., 2017). Data were collected as a part of previous phase 3, double-blind, placebo-controlled studies of arbaclofen in individuals with FXS (Berry-Kravis et al., 2017). The two studies enrolled age groups of 5–11-years (n = 159) and 12–50-years (n = 119). The current study examines meaningful within-patient change thresholds from baseline to treatment week 8 across several measures: ABC-CFXS; PSI; Vineland-II; and a Visual Analog Scale (VAS) of Anxiety and Disruptive Behaviors. MCT’s were established by using anchor-based methods, using the CGI-S and CGI-I as anchors. Examining the results of the anchor-based analyses and visual CDF plots, MCT’s were observed for the pediatric study for the ABC-CFXS subscales (with a range depending on use of CGI-S or CGI-I as anchor): Irritability: 11.1–14.8 points; Hyperactivity: 6.7–8.9 points; and Socially Unresponsive/Lethargic: 6.6–8.1 points; as well both VAS subscales: Anxiety: 28.3–36.2 mm; and Disruptive Behavior: 22.4–27.4 mm. Such thresholds were not observed for the Vineland-II and PSI subscales. Our analysis of MCT’s helps set the stage for interpreting clinical trial results in FXS. This may include use of relevant subscales of the ABC-CFXS and VAS as primary outcomes using the MCT’s for response definition. This work may help define future study inclusion criteria and enable future interpretation of treatment outcome results in the field. En ligne : https://doi.org/10.1007/s10803-024-06634-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Parent-Reported Outcome Measures for Individuals with Fragile X Syndrome: Clinically Meaningful Change Thresholds [texte imprimé] / Meredith A. NELSON, Auteur ; Lauren M. SCHMITT, Auteur ; Paul S. HORN, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; David HESSL, Auteur ; Rebecca C. SHAFFER, Auteur ; Randall CARPENTER, Auteur ; Dejan B. BUDIMIROVIC, Auteur ; Paul WANG, Auteur ; Debra L. REISINGER, Auteur ; Karen WALTON-BOWEN, Auteur ; Craig A. ERICKSON, Auteur . - p.1658-1670. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1658-1670 Index. décimale : PER Périodiques Résumé : Estimating meaningful change thresholds (MCT) on clinical outcome assessments is an important consideration when evaluating treatments. In fragile X syndrome (FXS) research, there has been no consensus on how to define MCT’s on several commonly used outcome measures. The purpose of the current study was to determine clinically relevant MCT’s of caregiver-rated assessments using data from a phase 3 clinical trials of arbaclofen (Berry-Kravis et al., 2017). Data were collected as a part of previous phase 3, double-blind, placebo-controlled studies of arbaclofen in individuals with FXS (Berry-Kravis et al., 2017). The two studies enrolled age groups of 5–11-years (n = 159) and 12–50-years (n = 119). The current study examines meaningful within-patient change thresholds from baseline to treatment week 8 across several measures: ABC-CFXS; PSI; Vineland-II; and a Visual Analog Scale (VAS) of Anxiety and Disruptive Behaviors. MCT’s were established by using anchor-based methods, using the CGI-S and CGI-I as anchors. Examining the results of the anchor-based analyses and visual CDF plots, MCT’s were observed for the pediatric study for the ABC-CFXS subscales (with a range depending on use of CGI-S or CGI-I as anchor): Irritability: 11.1–14.8 points; Hyperactivity: 6.7–8.9 points; and Socially Unresponsive/Lethargic: 6.6–8.1 points; as well both VAS subscales: Anxiety: 28.3–36.2 mm; and Disruptive Behavior: 22.4–27.4 mm. Such thresholds were not observed for the Vineland-II and PSI subscales. Our analysis of MCT’s helps set the stage for interpreting clinical trial results in FXS. This may include use of relevant subscales of the ABC-CFXS and VAS as primary outcomes using the MCT’s for response definition. This work may help define future study inclusion criteria and enable future interpretation of treatment outcome results in the field. En ligne : https://doi.org/10.1007/s10803-024-06634-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Determinants of Positive Evolution of Symptoms in Children with Autism Spectrum Disorders (ASD) during the COVID-19 Lockdown in the Democratic Republic of Congo. (DRC) / Davin Mbeya MPAKA in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1671-1681 Titre : Determinants of Positive Evolution of Symptoms in Children with Autism Spectrum Disorders (ASD) during the COVID-19 Lockdown in the Democratic Republic of Congo. (DRC) Type de document : texte imprimé Auteurs : Davin Mbeya MPAKA, Auteur ; Luck LUKUSA, Auteur ; Sifa Marie Joelle MUCHANGA, Auteur ; Annick VOGELS, Auteur ; Ally Omba NDJUKENDI, Auteur ; Arsene Bukama MUTONJI, Auteur ; Dorah Lwanzo KAVIRA, Auteur ; Julienne Managa NZUZI, Auteur ; Thierry MATONDA-MA-NZUZI, Auteur ; Samuel Ma-miezi MAMPUNZA, Auteur ; Joachim Ebwel MUKAU, Auteur Article en page(s) : p.1671-1681 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Lockdown imposed by the COVID 19 pandemic increased the time families spent together at home. A negative impact of the lock-down on children with autism has been reported. Few studies described the positive impact of parents’ presence on the severity of their children’s autism symptoms during lockdown. To describe the positive impact of the COVID-19 lockdown on the evolution of Children’ Symptoms with autism and parents’ emotional status and to determine which variables had a positive or negative impact on the severity of autism features in Kinshasa. From April 15 to July 15, 2020, we analyzed the evolution of core symptoms of 68 children with autism and correlated these findings with the presence of a parent at home during lockdown. We performed multivariate logistic regression to assess the factors associated to autism symptoms improvement after adjustment by sex, age at ASD diagnosis, education, parent occupation, child’s occupancy time, presence of parent’s depression, and presence of comorbidities and core symptoms in children. Parents reported ASD symptom improvement in 42.6% of children. Factors positively associate with ASD symptoms improvement were presence of a parent for more than 8 h per day, improvement of social communication and autonomy. In contrast, severe to moderate depression in parents and presence of main comorbidities in children were associated with more severe autistic symptoms in their children. The presence of a parent at home, improved child communication and autonomy improved autism symptoms. On the other hand, parental depression and comorbidities in children with ASD aggravated the symptoms during lockdown in Kinshasa/DRC. These findings emphasize the importance of the physical presence of parents as well as the length of time they spend with their children with ASD. In addition, they show that depressive feelings in parents and comorbidities in ASD have a negative impact in the severity of their symptoms during lockdown. En ligne : https://doi.org/10.1007/s10803-024-06621-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Determinants of Positive Evolution of Symptoms in Children with Autism Spectrum Disorders (ASD) during the COVID-19 Lockdown in the Democratic Republic of Congo. (DRC) [texte imprimé] / Davin Mbeya MPAKA, Auteur ; Luck LUKUSA, Auteur ; Sifa Marie Joelle MUCHANGA, Auteur ; Annick VOGELS, Auteur ; Ally Omba NDJUKENDI, Auteur ; Arsene Bukama MUTONJI, Auteur ; Dorah Lwanzo KAVIRA, Auteur ; Julienne Managa NZUZI, Auteur ; Thierry MATONDA-MA-NZUZI, Auteur ; Samuel Ma-miezi MAMPUNZA, Auteur ; Joachim Ebwel MUKAU, Auteur . - p.1671-1681. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1671-1681 Index. décimale : PER Périodiques Résumé : Lockdown imposed by the COVID 19 pandemic increased the time families spent together at home. A negative impact of the lock-down on children with autism has been reported. Few studies described the positive impact of parents’ presence on the severity of their children’s autism symptoms during lockdown. To describe the positive impact of the COVID-19 lockdown on the evolution of Children’ Symptoms with autism and parents’ emotional status and to determine which variables had a positive or negative impact on the severity of autism features in Kinshasa. From April 15 to July 15, 2020, we analyzed the evolution of core symptoms of 68 children with autism and correlated these findings with the presence of a parent at home during lockdown. We performed multivariate logistic regression to assess the factors associated to autism symptoms improvement after adjustment by sex, age at ASD diagnosis, education, parent occupation, child’s occupancy time, presence of parent’s depression, and presence of comorbidities and core symptoms in children. Parents reported ASD symptom improvement in 42.6% of children. Factors positively associate with ASD symptoms improvement were presence of a parent for more than 8 h per day, improvement of social communication and autonomy. In contrast, severe to moderate depression in parents and presence of main comorbidities in children were associated with more severe autistic symptoms in their children. The presence of a parent at home, improved child communication and autonomy improved autism symptoms. On the other hand, parental depression and comorbidities in children with ASD aggravated the symptoms during lockdown in Kinshasa/DRC. These findings emphasize the importance of the physical presence of parents as well as the length of time they spend with their children with ASD. In addition, they show that depressive feelings in parents and comorbidities in ASD have a negative impact in the severity of their symptoms during lockdown. En ligne : https://doi.org/10.1007/s10803-024-06621-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration / Salih RAKAP in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1682-1687 Titre : Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration Type de document : texte imprimé Auteurs : Salih RAKAP, Auteur ; Serife BALIKCI, Auteur Article en page(s) : p.1682-1687 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The impact of well-crafted IEP goals on student outcomes is well-documented, but creating high-quality goals can be a challenging task for many special education teachers. This study aims to investigate potential effectiveness of using ChatGPT, an AI technology, in supporting development of high-quality, individualized IEP goals for preschool children with autism. En ligne : https://doi.org/10.1007/s10803-024-06343-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration [texte imprimé] / Salih RAKAP, Auteur ; Serife BALIKCI, Auteur . - p.1682-1687. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1682-1687 Index. décimale : PER Périodiques Résumé : The impact of well-crafted IEP goals on student outcomes is well-documented, but creating high-quality goals can be a challenging task for many special education teachers. This study aims to investigate potential effectiveness of using ChatGPT, an AI technology, in supporting development of high-quality, individualized IEP goals for preschool children with autism. En ligne : https://doi.org/10.1007/s10803-024-06343-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Investigating Parental Observations of Early Autism Development in Simplex and Multiplex Families / Dominique B. CLEARY in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1688-1695 Titre : Investigating Parental Observations of Early Autism Development in Simplex and Multiplex Families Type de document : texte imprimé Auteurs : Dominique B. CLEARY, Auteur ; Murray T. MAYBERY, Auteur ; Hannah WADDINGTON, Auteur ; Ella MACASKILL, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.1688-1695 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Past research has highlighted the importance of early identification of developmental differences to improve targeted access to early interventions or supports. As such, it is of particular importance in the context of children at elevated likelihood of autism (such as where an older sibling has a diagnosis of autism), to better understand when and which early concerns are important as predictors of which children will benefit from pre-diagnostic supports. This study explored the number and frequency of retrospective parent reported concerns within the first year of life for children diagnosed with autism, both those who had an older sibling diagnosed with autism and those who did not, as well as for undiagnosed siblings. We found that at both 0–6 and 7–12 months, the only factor related to the presence or absence of early parent reported concerns was child diagnostic status, with the presence of reported early concerns more likely for children with a diagnosis of autism. These findings suggest that for children at elevated likelihood of autism, parents’ concerns are driven primarily by developmental differences, with child’s birth order and sibling diagnostic status not impacting on parent early concerns. En ligne : https://doi.org/10.1007/s10803-024-06262-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Investigating Parental Observations of Early Autism Development in Simplex and Multiplex Families [texte imprimé] / Dominique B. CLEARY, Auteur ; Murray T. MAYBERY, Auteur ; Hannah WADDINGTON, Auteur ; Ella MACASKILL, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.1688-1695. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1688-1695 Index. décimale : PER Périodiques Résumé : Past research has highlighted the importance of early identification of developmental differences to improve targeted access to early interventions or supports. As such, it is of particular importance in the context of children at elevated likelihood of autism (such as where an older sibling has a diagnosis of autism), to better understand when and which early concerns are important as predictors of which children will benefit from pre-diagnostic supports. This study explored the number and frequency of retrospective parent reported concerns within the first year of life for children diagnosed with autism, both those who had an older sibling diagnosed with autism and those who did not, as well as for undiagnosed siblings. We found that at both 0–6 and 7–12 months, the only factor related to the presence or absence of early parent reported concerns was child diagnostic status, with the presence of reported early concerns more likely for children with a diagnosis of autism. These findings suggest that for children at elevated likelihood of autism, parents’ concerns are driven primarily by developmental differences, with child’s birth order and sibling diagnostic status not impacting on parent early concerns. En ligne : https://doi.org/10.1007/s10803-024-06262-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

Correction: Clinical Correlates of Major Depression in Psychiatrically Referred Youth With and Without Autism: A Controlled Study / Usman GHUMMAN in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1696-1696 Titre : Correction: Clinical Correlates of Major Depression in Psychiatrically Referred Youth With and Without Autism: A Controlled Study Type de document : texte imprimé Auteurs : Usman GHUMMAN, Auteur ; Maura DISALVO, Auteur ; Maria IORINI, Auteur ; Akul SRINIVASAN, Auteur ; Aisha SAEED, Auteur ; Meredith O’CONNOR, Auteur ; Mohammad GHAZIUDDIN, Auteur ; Mai UCHIDA, Auteur ; Atilla CERANOGLU, Auteur ; Janet WOZNIAK, Auteur ; Gagan JOSHI, Auteur Article en page(s) : p.1696-1696 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-026-07250-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Correction: Clinical Correlates of Major Depression in Psychiatrically Referred Youth With and Without Autism: A Controlled Study [texte imprimé] / Usman GHUMMAN, Auteur ; Maura DISALVO, Auteur ; Maria IORINI, Auteur ; Akul SRINIVASAN, Auteur ; Aisha SAEED, Auteur ; Meredith O’CONNOR, Auteur ; Mohammad GHAZIUDDIN, Auteur ; Mai UCHIDA, Auteur ; Atilla CERANOGLU, Auteur ; Janet WOZNIAK, Auteur ; Gagan JOSHI, Auteur . - p.1696-1696. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1696-1696 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-026-07250-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583