Dépouillements

Inclusion, but not necessarily integration: Centring student perspectives and needs in education / Patrick DWYER in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.839-846 Titre : Inclusion, but not necessarily integration: Centring student perspectives and needs in education Type de document : texte imprimé Auteurs : Patrick DWYER, Auteur ; Elizaveta NOSOVA, Auteur ; Clare KERMOND, Auteur ; Kathy LEADBITTER, Auteur Article en page(s) : p.839-846 Langues : Anglais (eng) Mots-clés : autism  inclusion  integration  mainstream  special schools Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261425303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Inclusion, but not necessarily integration: Centring student perspectives and needs in education [texte imprimé] / Patrick DWYER, Auteur ; Elizaveta NOSOVA, Auteur ; Clare KERMOND, Auteur ; Kathy LEADBITTER, Auteur . - p.839-846. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.839-846 Mots-clés : autism  inclusion  integration  mainstream  special schools Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261425303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Applying the World Health Organization’s International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth: A scoping review / Maya ALBIN in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.847-865 Titre : Applying the World Health Organization’s International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth: A scoping review Type de document : texte imprimé Auteurs : Maya ALBIN, Auteur ; Michelle PHOENIX, Auteur ; Peter ROSENBAUM, Auteur Article en page(s) : p.847-865 Langues : Anglais (eng) Mots-clés : autism  children and youth  International Classification of Functioning  Disability and Health  social communication  speech-language pathology Index. décimale : PER Périodiques Résumé : The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) aligns with the neurodiversity paradigm in viewing autistic people’s social communication holistically and in a strength-based manner. In this scoping review, we explored how social communication interventions for autistic children and youth map onto the domains of the International Classification of Functioning, Disability and Health in the field of speech-language pathology. OVID Medline, OVID Embase, OVID PsycINFO and Web of Science databases were searched to identify relevant articles. Population, intervention and study data were extracted, as well as data on each of the International Classification of Functioning, Disability and Health domains related to the social communication interventions. In total, 21 articles were included in our analysis. No studies explicitly mentioned the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. The examples provided for each International Classification of Functioning, Disability and Health domain may be helpful for clinicians and researchers looking to understand how components of social communication interventions link to International Classification of Functioning, Disability and Health categories. Future work could analyse how social communication interventions in other fields (e.g., psychology, occupational therapy) map onto the International Classification of Functioning, Disability and Health.Lay abstract This review article investigates how the World Health Organization’s International Classification of Functioning, Disability and Health can be applied to better understand speech-language pathology social communication interventions. In recent years, academic articles have supported thinking differently about how autistic people communicate, including the many strengths autistic people have and how other people and the environment influence communication. The International Classification of Functioning, Disability and Health is a holistic, widely used framework that provides a neurodiversity-affirming perspective on social communication interventions for autistic children. We did not find any published literature applying the International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth and therefore wanted to explore whether and how social communication interventions reflect International Classification of Functioning, Disability and Health concepts. To answer this question, we searched the academic literature using several databases using a methodology called a scoping review. We included articles that had autistic children and youth as participants and focused on social communication interventions in the field of speech-language pathology. We found 21 articles that met our inclusion criteria. No studies talked explicitly about the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. It is important for speech-language pathology social communication interventions to consider how the physical environment, social environment and personal factors impact social communication. Clinicians and researchers may find our application of the International Classification of Functioning, Disability and Health to social communication interventions useful to shape how they think about interventions. En ligne : https://dx.doi.org/10.1177/13623613251390609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Applying the World Health Organization’s International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth: A scoping review [texte imprimé] / Maya ALBIN, Auteur ; Michelle PHOENIX, Auteur ; Peter ROSENBAUM, Auteur . - p.847-865. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.847-865 Mots-clés : autism  children and youth  International Classification of Functioning  Disability and Health  social communication  speech-language pathology Index. décimale : PER Périodiques Résumé : The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) aligns with the neurodiversity paradigm in viewing autistic people’s social communication holistically and in a strength-based manner. In this scoping review, we explored how social communication interventions for autistic children and youth map onto the domains of the International Classification of Functioning, Disability and Health in the field of speech-language pathology. OVID Medline, OVID Embase, OVID PsycINFO and Web of Science databases were searched to identify relevant articles. Population, intervention and study data were extracted, as well as data on each of the International Classification of Functioning, Disability and Health domains related to the social communication interventions. In total, 21 articles were included in our analysis. No studies explicitly mentioned the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. The examples provided for each International Classification of Functioning, Disability and Health domain may be helpful for clinicians and researchers looking to understand how components of social communication interventions link to International Classification of Functioning, Disability and Health categories. Future work could analyse how social communication interventions in other fields (e.g., psychology, occupational therapy) map onto the International Classification of Functioning, Disability and Health.Lay abstract This review article investigates how the World Health Organization’s International Classification of Functioning, Disability and Health can be applied to better understand speech-language pathology social communication interventions. In recent years, academic articles have supported thinking differently about how autistic people communicate, including the many strengths autistic people have and how other people and the environment influence communication. The International Classification of Functioning, Disability and Health is a holistic, widely used framework that provides a neurodiversity-affirming perspective on social communication interventions for autistic children. We did not find any published literature applying the International Classification of Functioning, Disability and Health to speech-language pathology social communication interventions for autistic children and youth and therefore wanted to explore whether and how social communication interventions reflect International Classification of Functioning, Disability and Health concepts. To answer this question, we searched the academic literature using several databases using a methodology called a scoping review. We included articles that had autistic children and youth as participants and focused on social communication interventions in the field of speech-language pathology. We found 21 articles that met our inclusion criteria. No studies talked explicitly about the International Classification of Functioning, Disability and Health. All the studies focused on participation and environmental factors (e.g., people’s attitudes, physical environment), and some studies discussed other International Classification of Functioning, Disability and Health domains such as body structures and functions, personal factors and activities. It is important for speech-language pathology social communication interventions to consider how the physical environment, social environment and personal factors impact social communication. Clinicians and researchers may find our application of the International Classification of Functioning, Disability and Health to social communication interventions useful to shape how they think about interventions. En ligne : https://dx.doi.org/10.1177/13623613251390609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Systematic review of measures and interventions for caregiver adjustment to child autism diagnosis / Elysha CLARK-WHITNEY in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.866-883 Titre : Systematic review of measures and interventions for caregiver adjustment to child autism diagnosis Type de document : texte imprimé Auteurs : Elysha CLARK-WHITNEY, Auteur ; Lucy A. TULLY, Auteur ; Adrienne I. TURNELL, Auteur ; Bridie E. LEONARD, Auteur ; Erika C. MOELLE, Auteur ; Mark R. DADDS, Auteur Article en page(s) : p.866-883 Langues : Anglais (eng) Mots-clés : adjustment  autism  measurement  parents  systematic review Index. décimale : PER Périodiques Résumé : Caregivers’ adjustment to their child’s autism diagnosis has important implications for child and caregiver outcomes. However, there has been substantial variability in definitions and measurement of caregiver adjustment to autism diagnosis. This study reports a systematic review of measures of caregivers’ adjustment to their child’s autism diagnosis, and the effectiveness of intervention for caregiver adjustment. A systematic review (PROSPERO CRD42023463196) was conducted according to PRISMA guidelines. Adjustment was defined as caregivers’ psychological response to their child’s autism diagnosis. Database searches yielded 6345 unique articles, which were title and abstract screened. Full text screening was completed for 428 articles. Mixed Methods Appraisal Tool (MMAT) was used to assess study quality. The review identified 78 articles, which included 42 measures of adjustment and eight interventions targeting adjustment, four of which produced significant improvement in adjustment. Study quality was mostly adequate. The review identified a need for consensus on defining and measuring caregiver adjustment. The review also identified the need for fathers, caregivers who are autistic, and caregivers of adults to be more included in adjustment research. There is preliminary evidence for interventions supporting adjustment, but further research is needed.Lay abstract The process of understanding and accepting a child’s diagnosis of autism, known as adjustment, is important for the ongoing well-being of autistic people and their caregivers. The way that researchers have defined and measured adjustment has not been consistent. This article reports a systematic review aiming to identify how adjustment has been defined and measured in published research. The review also aimed to identify interventions that have targeted caregiver adjustment and see whether they are effective. The review identified 78 articles, which included 42 measures of adjustment and eight interventions. Four of the interventions demonstrated significant benefits for adjustment. There is a need for further research to develop a consensus regarding definition and measurement of adjustment, so that adjustment can be measured more consistently across studies. There is also a need for research looking at whether existing interventions for autism have benefits for caregiver adjustment, and to conduct more rigorous evaluations of any new adjustment interventions that are developed. En ligne : https://dx.doi.org/10.1177/13623613251407305 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Systematic review of measures and interventions for caregiver adjustment to child autism diagnosis [texte imprimé] / Elysha CLARK-WHITNEY, Auteur ; Lucy A. TULLY, Auteur ; Adrienne I. TURNELL, Auteur ; Bridie E. LEONARD, Auteur ; Erika C. MOELLE, Auteur ; Mark R. DADDS, Auteur . - p.866-883. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.866-883 Mots-clés : adjustment  autism  measurement  parents  systematic review Index. décimale : PER Périodiques Résumé : Caregivers’ adjustment to their child’s autism diagnosis has important implications for child and caregiver outcomes. However, there has been substantial variability in definitions and measurement of caregiver adjustment to autism diagnosis. This study reports a systematic review of measures of caregivers’ adjustment to their child’s autism diagnosis, and the effectiveness of intervention for caregiver adjustment. A systematic review (PROSPERO CRD42023463196) was conducted according to PRISMA guidelines. Adjustment was defined as caregivers’ psychological response to their child’s autism diagnosis. Database searches yielded 6345 unique articles, which were title and abstract screened. Full text screening was completed for 428 articles. Mixed Methods Appraisal Tool (MMAT) was used to assess study quality. The review identified 78 articles, which included 42 measures of adjustment and eight interventions targeting adjustment, four of which produced significant improvement in adjustment. Study quality was mostly adequate. The review identified a need for consensus on defining and measuring caregiver adjustment. The review also identified the need for fathers, caregivers who are autistic, and caregivers of adults to be more included in adjustment research. There is preliminary evidence for interventions supporting adjustment, but further research is needed.Lay abstract The process of understanding and accepting a child’s diagnosis of autism, known as adjustment, is important for the ongoing well-being of autistic people and their caregivers. The way that researchers have defined and measured adjustment has not been consistent. This article reports a systematic review aiming to identify how adjustment has been defined and measured in published research. The review also aimed to identify interventions that have targeted caregiver adjustment and see whether they are effective. The review identified 78 articles, which included 42 measures of adjustment and eight interventions. Four of the interventions demonstrated significant benefits for adjustment. There is a need for further research to develop a consensus regarding definition and measurement of adjustment, so that adjustment can be measured more consistently across studies. There is also a need for research looking at whether existing interventions for autism have benefits for caregiver adjustment, and to conduct more rigorous evaluations of any new adjustment interventions that are developed. En ligne : https://dx.doi.org/10.1177/13623613251407305 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Describing the communication of autistic people during experiences of distress: A scoping review / Karys OLDENBURG in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.884-900 Titre : Describing the communication of autistic people during experiences of distress: A scoping review Type de document : texte imprimé Auteurs : Karys OLDENBURG, Auteur ; Tasia GIBBONS, Auteur ; Christie WELCH, Auteur ; Ami TINT, Auteur ; Maya ALBIN, Auteur Article en page(s) : p.884-900 Langues : Anglais (eng) Mots-clés : autism  communication and language  experiences of distress  speech-language pathology Index. décimale : PER Périodiques Résumé : Autistic people can experience distress for many reasons. Some of these reasons may include unsupportive environments; experiences of trauma; sensory overload; burnout, inertia, meltdown and shutdown; pain; and mental health diagnoses such as anxiety. Little is known about how distress can impact communication and what others can do to provide support in these moments. This scoping review explores how communication is described during experiences of distress for autistic people, including communication partner strategies to support these interactions. Following a comprehensive database search, 18 articles were included in this scoping review. Firsthand perspectives of autistic people were discussed in 10 studies. Distress was most often characterized by instances of anxiety and/or stress. Eleven studies discussed non-spoken methods of communication, including gestures, facial expressions and behavioural manifestations (e.g. hitting, screaming) during experiences of distress. Identified facilitators to communication during experiences of distress included the presence of a calm, supportive environment and communicative aids. Understanding the impact distress has on communication is beneficial to both autistic people and those who support them. This review contributes to the body of literature aiming to better understand and support autistic people during moments of distress.Lay abstract Past research talks about (1) how autistic people may communicate and (2) how and why autistic people may experience periods of distress. There is not much research about the way autistic people communicate during periods of distress. We therefore looked at research exploring how autistic people of all ages communicate during periods of distress. Communication includes various methods of sending and receiving information, including spoken and non-spoken communication methods (e.g. observable behaviours, typing, gestures). We explored how often researchers collected firsthand perspectives from autistic people. We also collected information on what made communication easier, or more difficult, during periods of distress. We used a methodological approach called a scoping review to identify and evaluate 18 articles that met our criteria. The most common communication method described in the articles was non-verbal communication, including gestures, facial expressions and observable behaviours such as screaming and hitting. Firsthand autistic perspectives were included in just over half of the studies. Facilitators to communication included a calm, supportive environment and communicative aids relevant to the situation, such as a pain scale. This study will help those who support autistic people, and autistic people themselves, by showing the many ways autistic people may communicate when experiencing distress and describing strategies that can be used to support autistic people in those moments. En ligne : https://dx.doi.org/10.1177/13623613261417933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Describing the communication of autistic people during experiences of distress: A scoping review [texte imprimé] / Karys OLDENBURG, Auteur ; Tasia GIBBONS, Auteur ; Christie WELCH, Auteur ; Ami TINT, Auteur ; Maya ALBIN, Auteur . - p.884-900. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.884-900 Mots-clés : autism  communication and language  experiences of distress  speech-language pathology Index. décimale : PER Périodiques Résumé : Autistic people can experience distress for many reasons. Some of these reasons may include unsupportive environments; experiences of trauma; sensory overload; burnout, inertia, meltdown and shutdown; pain; and mental health diagnoses such as anxiety. Little is known about how distress can impact communication and what others can do to provide support in these moments. This scoping review explores how communication is described during experiences of distress for autistic people, including communication partner strategies to support these interactions. Following a comprehensive database search, 18 articles were included in this scoping review. Firsthand perspectives of autistic people were discussed in 10 studies. Distress was most often characterized by instances of anxiety and/or stress. Eleven studies discussed non-spoken methods of communication, including gestures, facial expressions and behavioural manifestations (e.g. hitting, screaming) during experiences of distress. Identified facilitators to communication during experiences of distress included the presence of a calm, supportive environment and communicative aids. Understanding the impact distress has on communication is beneficial to both autistic people and those who support them. This review contributes to the body of literature aiming to better understand and support autistic people during moments of distress.Lay abstract Past research talks about (1) how autistic people may communicate and (2) how and why autistic people may experience periods of distress. There is not much research about the way autistic people communicate during periods of distress. We therefore looked at research exploring how autistic people of all ages communicate during periods of distress. Communication includes various methods of sending and receiving information, including spoken and non-spoken communication methods (e.g. observable behaviours, typing, gestures). We explored how often researchers collected firsthand perspectives from autistic people. We also collected information on what made communication easier, or more difficult, during periods of distress. We used a methodological approach called a scoping review to identify and evaluate 18 articles that met our criteria. The most common communication method described in the articles was non-verbal communication, including gestures, facial expressions and observable behaviours such as screaming and hitting. Firsthand autistic perspectives were included in just over half of the studies. Facilitators to communication included a calm, supportive environment and communicative aids relevant to the situation, such as a pain scale. This study will help those who support autistic people, and autistic people themselves, by showing the many ways autistic people may communicate when experiencing distress and describing strategies that can be used to support autistic people in those moments. En ligne : https://dx.doi.org/10.1177/13623613261417933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Personality disorder diagnoses in UK Autistic people: Evidence from a matched cohort study / Elizabeth O’NIONS in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.901-913 Titre : Personality disorder diagnoses in UK Autistic people: Evidence from a matched cohort study Type de document : texte imprimé Auteurs : Elizabeth O’NIONS, Auteur ; Jude BROWN, Auteur ; Joshua E.J. BUCKMAN, Auteur ; Rebecca CHARLTON, Auteur ; Claudia COOPER, Auteur ; Céline EL BAOU, Auteur ; Francesca HAPPE, Auteur ; Sarah HOARE, Auteur ; Dan LEWER, Auteur ; Cathie LONG, Auteur ; Jill MANTHORPE, Auteur ; Douglas G.J. MCKECHNIE, Auteur ; Marcus RICHARDS, Auteur ; Rob SAUNDERS, Auteur ; Will MANDY, Auteur ; Joshua STOTT, Auteur Article en page(s) : p.901-913 Langues : Anglais (eng) Mots-clés : autism  borderline personality disorder  emotionally unstable personality disorder  personality disorder  primary care Index. décimale : PER Périodiques Résumé : Clinical accounts and cohort studies suggest that Autistic people are disproportionately likely to be diagnosed with personality disorder. We conducted a cohort study of adults diagnosed Autistic drawn from the IQVIA Medical Research Database, with follow-up from 1 January 2000 to 16 January 2019. We included a comparison group without diagnosed autism, matched (1:10) by age, sex and primary care practice. We included 22,112 Autistic adults, of whom 6437 (29.1%) had a diagnosis of intellectual disability. Median age was 20.36 (interquartile range: 18.0–28.5), and 16,881 (76.3%) were men. The rate of new personality disorder diagnosis in Autistic people without intellectual disability was 4.8 (3.5–6.7) times higher for Autistic versus comparison men, and 4.6 (3.1–6.8) times higher for Autistic versus comparison women. For Autistic participants with intellectual disability, the rate was 2.0 (1.0–3.7) times higher for Autistic versus comparison men and 8.3 (4.0–17.2) times higher for Autistic versus comparison women. The estimated rate of new personality disorder diagnosis for Autistic people aged 20 increased from 14.67 (95% confidence interval: 10.4–20.8) per 10,000 person-years in 2009 to 22.43 (95% confidence interval: 13.9–36.3) in 2019. The findings indicate that personality disorder diagnoses are more common in Autistic people and increased overall in women from 2000 to 2019.Lay abstract Several research studies have suggested that Autistic people are more likely to be diagnosed with personality disorder than people who are not Autistic. We compared rates of personality disorder diagnoses between Autistic people and a comparison group of people not diagnosed Autistic using anonymised data collected by UK primary care practitioners for participants registered at a primary care (general practitioner) practice sometime between 1 January 2000 to 16 January 2019. The comparison group of people in the community who did not have an autism diagnosis were of the same age, sex and registered at the same primary care practice as their matched Autistic participant, with 10 times as many matched participants as Autistic participants. We included 22,112 Autistic adults, of whom 6437 (29.1%) had a diagnosis of intellectual disability. Median age was 20.36 years, and most, 16,881 (76.3%), were men. We included 221,120 comparison adults. New personality disorder diagnoses were more than four times as common for Autistic men and women without an intellectual disability compared to men and women in the comparison group. For Autistic participants with an intellectual disability, the rate was twice as high for Autistic versus comparison men and 8 times higher for Autistic versus comparison women. Between 2000 and 2019, there was an increase in the rate of new personality disorder diagnoses among Autistic people, and in women. The findings highlight the need for further investigation into reasons for this increase. En ligne : https://dx.doi.org/10.1177/13623613251414911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Personality disorder diagnoses in UK Autistic people: Evidence from a matched cohort study [texte imprimé] / Elizabeth O’NIONS, Auteur ; Jude BROWN, Auteur ; Joshua E.J. BUCKMAN, Auteur ; Rebecca CHARLTON, Auteur ; Claudia COOPER, Auteur ; Céline EL BAOU, Auteur ; Francesca HAPPE, Auteur ; Sarah HOARE, Auteur ; Dan LEWER, Auteur ; Cathie LONG, Auteur ; Jill MANTHORPE, Auteur ; Douglas G.J. MCKECHNIE, Auteur ; Marcus RICHARDS, Auteur ; Rob SAUNDERS, Auteur ; Will MANDY, Auteur ; Joshua STOTT, Auteur . - p.901-913. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.901-913 Mots-clés : autism  borderline personality disorder  emotionally unstable personality disorder  personality disorder  primary care Index. décimale : PER Périodiques Résumé : Clinical accounts and cohort studies suggest that Autistic people are disproportionately likely to be diagnosed with personality disorder. We conducted a cohort study of adults diagnosed Autistic drawn from the IQVIA Medical Research Database, with follow-up from 1 January 2000 to 16 January 2019. We included a comparison group without diagnosed autism, matched (1:10) by age, sex and primary care practice. We included 22,112 Autistic adults, of whom 6437 (29.1%) had a diagnosis of intellectual disability. Median age was 20.36 (interquartile range: 18.0–28.5), and 16,881 (76.3%) were men. The rate of new personality disorder diagnosis in Autistic people without intellectual disability was 4.8 (3.5–6.7) times higher for Autistic versus comparison men, and 4.6 (3.1–6.8) times higher for Autistic versus comparison women. For Autistic participants with intellectual disability, the rate was 2.0 (1.0–3.7) times higher for Autistic versus comparison men and 8.3 (4.0–17.2) times higher for Autistic versus comparison women. The estimated rate of new personality disorder diagnosis for Autistic people aged 20 increased from 14.67 (95% confidence interval: 10.4–20.8) per 10,000 person-years in 2009 to 22.43 (95% confidence interval: 13.9–36.3) in 2019. The findings indicate that personality disorder diagnoses are more common in Autistic people and increased overall in women from 2000 to 2019.Lay abstract Several research studies have suggested that Autistic people are more likely to be diagnosed with personality disorder than people who are not Autistic. We compared rates of personality disorder diagnoses between Autistic people and a comparison group of people not diagnosed Autistic using anonymised data collected by UK primary care practitioners for participants registered at a primary care (general practitioner) practice sometime between 1 January 2000 to 16 January 2019. The comparison group of people in the community who did not have an autism diagnosis were of the same age, sex and registered at the same primary care practice as their matched Autistic participant, with 10 times as many matched participants as Autistic participants. We included 22,112 Autistic adults, of whom 6437 (29.1%) had a diagnosis of intellectual disability. Median age was 20.36 years, and most, 16,881 (76.3%), were men. We included 221,120 comparison adults. New personality disorder diagnoses were more than four times as common for Autistic men and women without an intellectual disability compared to men and women in the comparison group. For Autistic participants with an intellectual disability, the rate was twice as high for Autistic versus comparison men and 8 times higher for Autistic versus comparison women. Between 2000 and 2019, there was an increase in the rate of new personality disorder diagnoses among Autistic people, and in women. The findings highlight the need for further investigation into reasons for this increase. En ligne : https://dx.doi.org/10.1177/13623613251414911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Discrepancies between feeling and expressing: Perceptions of autistic and non-autistic emotional expressions by non-autistic observers / Sarah J. FOSTER in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.914-930 Titre : Discrepancies between feeling and expressing: Perceptions of autistic and non-autistic emotional expressions by non-autistic observers Type de document : texte imprimé Auteurs : Sarah J. FOSTER, Auteur ; Danny DUNN, Auteur ; Siddhi PATEL, Auteur ; Amy E. PINKHAM, Auteur ; Robert A. ACKERMAN, Auteur ; Noah J. SASSON, Auteur Article en page(s) : p.914-930 Langues : Anglais (eng) Mots-clés : autism  expressivity  affect Index. décimale : PER Périodiques Résumé : Non-autistic observers often interpret autistic emotional expressions more negatively, though it is unclear whether this reflects observer bias or genuine differences in autistic people’s emotional experience and expression. To examine this, 20 autistic and 20 non-autistic adults reported the intensity of their felt emotion while re-experiencing video-recorded events eliciting mild and strong happiness, sadness, and anger. A total of 379 non-autistic observers, half blind to diagnostic status, viewed the recordings and identified the emotion and its intensity. iMotions emotion recognition software also classified the emotional valence of the expressions. Overall, autistic and non-autistic participants reported comparable levels of felt emotion, although differences emerged in how their expressions were perceived. Observers more accurately identified happiness in non-autistic participants and sadness and anger in autistic participants. They also judged autistic participants as expressing sadness and anger more intensely. Informing observers of the diagnostic status of participants largely did not modulate effects. iMotions more often classified mild autistic expressions as neutral and mild non-autistic expressions as positive. Because observer and iMotion findings emerged despite autistic and non-autistic participants not differing in felt emotion, they suggest that non-autistic observers and emotion recognition algorithms differentially interpret authentic autistic and non-autistic emotional expressions, which may contribute to misinterpretations of autistic people.Lay Abstract Autistic people may express emotions in ways that differ from non-autistic people, and non-autistic people sometimes misinterpret them as flat, overly intense, or hard to read. This misunderstanding can affect how autistic people are judged in everyday life, including in job interviews, friendships, and other important situations. In this study, we wanted to know how well non-autistic people—and emotion recognition software—can identify emotions on the faces of autistic and non-autistic people when they are actually feeling emotion. To do this, autistic and non-autistic adults were videotaped while recounting personal experiences that made them feel mild and strong happiness, sadness, and anger. They rated how strongly they felt each emotion during the videotaping. Later, short video clips of their facial expressions were shown (without sound) to a large group of non-autistic viewers, who identified the emotion and rated its intensity. Some viewers were told whether the person in the video was autistic or not. We found that autistic and non-autistic people reported feeling emotions at comparable levels, but non-autistic viewers were better at recognizing happy expressions in non-autistic people compared to autistic people, and better at recognizing sad and angry expressions in autistic people compared to non-autistic people. Viewers tended to rate autistic expressions, especially sadness and anger, as more intense than those of non-autistic people, even though the computer software rated autistic expressions as more neutral compared to non-autistic participants. These results suggest that autistic people feel emotions just as deeply as non-autistic people, but differences in expressive style and non-autistic biases may lead to misinterpretation. These findings highlight the need for greater awareness of communication differences in autism and for reducing misinterpretations in how autistic people are perceived. En ligne : https://dx.doi.org/10.1177/13623613251415129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Discrepancies between feeling and expressing: Perceptions of autistic and non-autistic emotional expressions by non-autistic observers [texte imprimé] / Sarah J. FOSTER, Auteur ; Danny DUNN, Auteur ; Siddhi PATEL, Auteur ; Amy E. PINKHAM, Auteur ; Robert A. ACKERMAN, Auteur ; Noah J. SASSON, Auteur . - p.914-930. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.914-930 Mots-clés : autism  expressivity  affect Index. décimale : PER Périodiques Résumé : Non-autistic observers often interpret autistic emotional expressions more negatively, though it is unclear whether this reflects observer bias or genuine differences in autistic people’s emotional experience and expression. To examine this, 20 autistic and 20 non-autistic adults reported the intensity of their felt emotion while re-experiencing video-recorded events eliciting mild and strong happiness, sadness, and anger. A total of 379 non-autistic observers, half blind to diagnostic status, viewed the recordings and identified the emotion and its intensity. iMotions emotion recognition software also classified the emotional valence of the expressions. Overall, autistic and non-autistic participants reported comparable levels of felt emotion, although differences emerged in how their expressions were perceived. Observers more accurately identified happiness in non-autistic participants and sadness and anger in autistic participants. They also judged autistic participants as expressing sadness and anger more intensely. Informing observers of the diagnostic status of participants largely did not modulate effects. iMotions more often classified mild autistic expressions as neutral and mild non-autistic expressions as positive. Because observer and iMotion findings emerged despite autistic and non-autistic participants not differing in felt emotion, they suggest that non-autistic observers and emotion recognition algorithms differentially interpret authentic autistic and non-autistic emotional expressions, which may contribute to misinterpretations of autistic people.Lay Abstract Autistic people may express emotions in ways that differ from non-autistic people, and non-autistic people sometimes misinterpret them as flat, overly intense, or hard to read. This misunderstanding can affect how autistic people are judged in everyday life, including in job interviews, friendships, and other important situations. In this study, we wanted to know how well non-autistic people—and emotion recognition software—can identify emotions on the faces of autistic and non-autistic people when they are actually feeling emotion. To do this, autistic and non-autistic adults were videotaped while recounting personal experiences that made them feel mild and strong happiness, sadness, and anger. They rated how strongly they felt each emotion during the videotaping. Later, short video clips of their facial expressions were shown (without sound) to a large group of non-autistic viewers, who identified the emotion and rated its intensity. Some viewers were told whether the person in the video was autistic or not. We found that autistic and non-autistic people reported feeling emotions at comparable levels, but non-autistic viewers were better at recognizing happy expressions in non-autistic people compared to autistic people, and better at recognizing sad and angry expressions in autistic people compared to non-autistic people. Viewers tended to rate autistic expressions, especially sadness and anger, as more intense than those of non-autistic people, even though the computer software rated autistic expressions as more neutral compared to non-autistic participants. These results suggest that autistic people feel emotions just as deeply as non-autistic people, but differences in expressive style and non-autistic biases may lead to misinterpretation. These findings highlight the need for greater awareness of communication differences in autism and for reducing misinterpretations in how autistic people are perceived. En ligne : https://dx.doi.org/10.1177/13623613251415129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

The relationship between age of autism diagnosis and life satisfaction in adulthood / Stacy CREMER in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.931-943 Titre : The relationship between age of autism diagnosis and life satisfaction in adulthood Type de document : texte imprimé Auteurs : Stacy CREMER, Auteur ; Ligia ANTEZANA, Auteur ; Caitlin M. CONNER, Auteur ; Shaun M. EACK, Auteur ; Carla A. MAZEFSKY, Auteur ; Jessie B. NORTHRUP, Auteur Article en page(s) : p.931-943 Langues : Anglais (eng) Mots-clés : adult diagnosis  adult outcomes  age of diagnosis  autism  life satisfaction  quality of life Index. décimale : PER Périodiques Résumé : This study examined how age of autism diagnosis relates to adult life satisfaction in a sample of 769 self-reporting autistic adults. We analyzed how demographic and clinical variables related to age of diagnosis and then analyzed the relationship between age of diagnosis and scores on four measures of life satisfaction while controlling for variables significantly associated with age of diagnosis. Participants diagnosed in adulthood were older, less likely to have an intellectual disability, more likely to be assigned female at birth, more likely to identify as a sexual minority, and had higher self-reported autistic traits than those diagnosed earlier. Controlling for these factors, participants diagnosed between ages 3 and 5 reported higher levels of flourishing, autonomy satisfaction, and social satisfaction than those diagnosed in adulthood. Diagnosis before 3 was also associated with more social satisfaction and autonomy satisfaction than adult diagnosis. Individuals diagnosed in adulthood did not significantly differ from those diagnosed between ages 6 and 11 or 12 and 17 on any outcome. These findings indicate that age of autism diagnosis is nonlinearly related to adult life satisfaction. Early childhood diagnosis was associated with more life satisfaction, but beyond early childhood, age of diagnosis was not reliably linked to adult life satisfaction.Lay Abstract More people are getting diagnosed with autism as teens and adults, and autism affects people throughout their lives. We need to know what factors, including age of diagnosis, affect how autistic adults are doing so that we can support them and create a world where they can thrive. In this study, we wanted to understand how people’s age of diagnosis relates to their life satisfaction as adults. Most of the research about the age of autism diagnosis focuses on childhood diagnosis and outcomes; thus, we wanted to study a wider range of diagnosis ages (including adult diagnosis) and life satisfaction in adulthood, an understudied area that is a focus for the autistic community. We surveyed 769 autistic adults about the age they were diagnosed, aspects of their identity (e.g., race/ethnicity, sex, gender, sexual orientation), and four measures of life satisfaction: flourishing and satisfaction with social relationships, employment/school, and autonomy. We used this data to look for patterns about how parts of adults’ identity relate to their age of diagnosis and how age of diagnosis relates to life satisfaction. We found that people diagnosed between 3 and 5 years old reported more flourishing and more satisfaction with their autonomy and social lives than people diagnosed as adults. However, people diagnosed later in childhood or adolescence were not more satisfied with those things than people diagnosed as adults. This suggests there may be something especially helpful about being diagnosed early. It is important to note, however, that because the study was correlational, we cannot say that being diagnosed early causes better outcomes in adulthood. En ligne : https://dx.doi.org/10.1177/13623613261416672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] The relationship between age of autism diagnosis and life satisfaction in adulthood [texte imprimé] / Stacy CREMER, Auteur ; Ligia ANTEZANA, Auteur ; Caitlin M. CONNER, Auteur ; Shaun M. EACK, Auteur ; Carla A. MAZEFSKY, Auteur ; Jessie B. NORTHRUP, Auteur . - p.931-943. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.931-943 Mots-clés : adult diagnosis  adult outcomes  age of diagnosis  autism  life satisfaction  quality of life Index. décimale : PER Périodiques Résumé : This study examined how age of autism diagnosis relates to adult life satisfaction in a sample of 769 self-reporting autistic adults. We analyzed how demographic and clinical variables related to age of diagnosis and then analyzed the relationship between age of diagnosis and scores on four measures of life satisfaction while controlling for variables significantly associated with age of diagnosis. Participants diagnosed in adulthood were older, less likely to have an intellectual disability, more likely to be assigned female at birth, more likely to identify as a sexual minority, and had higher self-reported autistic traits than those diagnosed earlier. Controlling for these factors, participants diagnosed between ages 3 and 5 reported higher levels of flourishing, autonomy satisfaction, and social satisfaction than those diagnosed in adulthood. Diagnosis before 3 was also associated with more social satisfaction and autonomy satisfaction than adult diagnosis. Individuals diagnosed in adulthood did not significantly differ from those diagnosed between ages 6 and 11 or 12 and 17 on any outcome. These findings indicate that age of autism diagnosis is nonlinearly related to adult life satisfaction. Early childhood diagnosis was associated with more life satisfaction, but beyond early childhood, age of diagnosis was not reliably linked to adult life satisfaction.Lay Abstract More people are getting diagnosed with autism as teens and adults, and autism affects people throughout their lives. We need to know what factors, including age of diagnosis, affect how autistic adults are doing so that we can support them and create a world where they can thrive. In this study, we wanted to understand how people’s age of diagnosis relates to their life satisfaction as adults. Most of the research about the age of autism diagnosis focuses on childhood diagnosis and outcomes; thus, we wanted to study a wider range of diagnosis ages (including adult diagnosis) and life satisfaction in adulthood, an understudied area that is a focus for the autistic community. We surveyed 769 autistic adults about the age they were diagnosed, aspects of their identity (e.g., race/ethnicity, sex, gender, sexual orientation), and four measures of life satisfaction: flourishing and satisfaction with social relationships, employment/school, and autonomy. We used this data to look for patterns about how parts of adults’ identity relate to their age of diagnosis and how age of diagnosis relates to life satisfaction. We found that people diagnosed between 3 and 5 years old reported more flourishing and more satisfaction with their autonomy and social lives than people diagnosed as adults. However, people diagnosed later in childhood or adolescence were not more satisfied with those things than people diagnosed as adults. This suggests there may be something especially helpful about being diagnosed early. It is important to note, however, that because the study was correlational, we cannot say that being diagnosed early causes better outcomes in adulthood. En ligne : https://dx.doi.org/10.1177/13623613261416672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Sleep problems and the occurrence of dangerous behavior within autistic people: A retrospective community-based sample / Kalina HATZELL in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.944-957 Titre : Sleep problems and the occurrence of dangerous behavior within autistic people: A retrospective community-based sample Type de document : texte imprimé Auteurs : Kalina HATZELL, Auteur ; Ben PFINGSTON, Auteur ; Lindsey SNEED, Auteur Article en page(s) : p.944-957 Langues : Anglais (eng) Mots-clés : autism  community-based  dangerous behavior  retrospective  sleep problems Index. décimale : PER Périodiques Résumé : Sleep disturbances affect 50%–80% of autistic individuals and are linked to heightened risk for psychiatric comorbidities and dangerous behaviors, including self-injury, suicidal ideation, and aggression. While previous studies have identified correlational relationships, few have examined whether sleep problems predict dangerous behaviors in large, real-world samples. This study used retrospective clinical data from a behavioral health nonprofit to investigate whether sleep problems predict dangerous behaviors among autistic individuals, accounting for age and adaptive functioning. The sample included 8,375 autistic individuals (mean age = 8.35 years). Sleep problems, dangerous behaviors, and adaptive functioning were measured at intake and every 6 months. Binary logistic regressions assessed whether sleep problems predicted current and historical suicidal ideation, self-injury, and aggression. Results showed that sleep problems significantly increased the odds of a history of suicidal ideation and suicidal ideation at intake (odds ratio = 2.29, 2.46, respectively), a history of self-injury and self-injury at intake (odds ratio = 1.95, 2.20, respectively), and aggression at intake (odds ratio = 1.58), even after adjusting for age, sex, and adaptive functioning. Age and adaptive behavior were also independently associated with dangerous behaviors. These findings underscore the importance of routinely assessing and treating sleep problems in autistic individuals as a potential pathway to reducing dangerous behaviors and improving overall wellbeing.Lay Abstract Sleep problems are very common among autistic children and adults, affecting between half and three-quarters of individuals. Poor sleep is linked to higher risks for serious behaviors such as self-injury, suicidal thoughts, and aggression, but it is not well understood whether sleep problems actually predict these behaviors. This study looked at real-world clinical data from over 8,000 autistic individuals, ages 2 to 21, who received services from a large behavioral health organization. We examined whether having sleep problems increased the likelihood of dangerous behaviors, even after taking into account a person’s age, daily living skills, and sex. We found that individuals with sleep problems were more than twice as likely to show self-injury or suicidal thoughts and were also more likely to show aggression. These findings highlight how important it is for providers and families to regularly assess and address sleep difficulties as part of autism care. Improving sleep may be an important step toward reducing the risk of dangerous behaviors and supporting overall wellbeing for autistic individuals and their families. En ligne : https://dx.doi.org/10.1177/13623613261417525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Sleep problems and the occurrence of dangerous behavior within autistic people: A retrospective community-based sample [texte imprimé] / Kalina HATZELL, Auteur ; Ben PFINGSTON, Auteur ; Lindsey SNEED, Auteur . - p.944-957. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.944-957 Mots-clés : autism  community-based  dangerous behavior  retrospective  sleep problems Index. décimale : PER Périodiques Résumé : Sleep disturbances affect 50%–80% of autistic individuals and are linked to heightened risk for psychiatric comorbidities and dangerous behaviors, including self-injury, suicidal ideation, and aggression. While previous studies have identified correlational relationships, few have examined whether sleep problems predict dangerous behaviors in large, real-world samples. This study used retrospective clinical data from a behavioral health nonprofit to investigate whether sleep problems predict dangerous behaviors among autistic individuals, accounting for age and adaptive functioning. The sample included 8,375 autistic individuals (mean age = 8.35 years). Sleep problems, dangerous behaviors, and adaptive functioning were measured at intake and every 6 months. Binary logistic regressions assessed whether sleep problems predicted current and historical suicidal ideation, self-injury, and aggression. Results showed that sleep problems significantly increased the odds of a history of suicidal ideation and suicidal ideation at intake (odds ratio = 2.29, 2.46, respectively), a history of self-injury and self-injury at intake (odds ratio = 1.95, 2.20, respectively), and aggression at intake (odds ratio = 1.58), even after adjusting for age, sex, and adaptive functioning. Age and adaptive behavior were also independently associated with dangerous behaviors. These findings underscore the importance of routinely assessing and treating sleep problems in autistic individuals as a potential pathway to reducing dangerous behaviors and improving overall wellbeing.Lay Abstract Sleep problems are very common among autistic children and adults, affecting between half and three-quarters of individuals. Poor sleep is linked to higher risks for serious behaviors such as self-injury, suicidal thoughts, and aggression, but it is not well understood whether sleep problems actually predict these behaviors. This study looked at real-world clinical data from over 8,000 autistic individuals, ages 2 to 21, who received services from a large behavioral health organization. We examined whether having sleep problems increased the likelihood of dangerous behaviors, even after taking into account a person’s age, daily living skills, and sex. We found that individuals with sleep problems were more than twice as likely to show self-injury or suicidal thoughts and were also more likely to show aggression. These findings highlight how important it is for providers and families to regularly assess and address sleep difficulties as part of autism care. Improving sleep may be an important step toward reducing the risk of dangerous behaviors and supporting overall wellbeing for autistic individuals and their families. En ligne : https://dx.doi.org/10.1177/13623613261417525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Reduced delay-based executive function in autistic toddlers and preschoolers / Amanda CREMONE-CAIRA in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.958-971 Titre : Reduced delay-based executive function in autistic toddlers and preschoolers Type de document : texte imprimé Auteurs : Amanda CREMONE-CAIRA, Auteur ; Gina SCHNUR, Auteur ; Madison SURMACZ, Auteur ; Susan FAJA, Auteur Article en page(s) : p.958-971 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  cognitive development  delay of gratification  executive control  hot executive function  preschool  reward Index. décimale : PER Périodiques Résumé : “Hot” or reward-based executive function describes the regulatory skills needed to suppress or delay actions in emotionally salient contexts. These delay-based executive function skills impact social development, mental health, and academic achievement. Accumulating evidence indicates that autistic children (3 years or older) show reduced delay-based executive function relative to neurotypical counterparts. The primary aim of this study was to determine whether these findings extend to younger children (younger than 3 years). Our secondary aim was to determine whether the strategies employed during delay-based executive function tasks differed between autistic and neurotypical toddlers, to understand why autistic children often experience difficulty in this domain. A behavioral battery was administered to measure delay-based executive function in autistic and neurotypical children, aged 2 and 4 years. Consistent with evidence in older children, delay-based executive function was reduced in autistic toddlers. Autistic 2-year-olds waited less during tasks that utilized food rewards, whereas autistic 4-year-olds waited less during tasks using both food- and non-food-based incentives. Autistic children also used significantly less adaptive strategies during tasks. These results are the first to indicate diagnostic differences in delay-based executive function among children as young as 2 years and may inform interventions that target these skills to improve related developmental outcomes.Lay Abstract “Hot” executive function involves the ability to control actions when emotions are involved. For example, a situation when an individual must resist a temptation requires hot executive function. These skills are important for social growth, mental health, and doing well in school. Research shows that autistic children over 3 years of age are less likely to use these skills compared to other children. This study examined whether autistic children under 3 years of age show similar difficulties. We also examined whether autistic children use different strategies than neurotypical children. To find out, we asked both autistic and neurotypical children, ages 2 and 4 years, to complete tasks that required them to delay their responses. The study found that, like older autistic children, younger autistic children also delayed their responses less than neurotypical children. Autistic 2-year-olds waited less for rewards, like food, compared to their neurotypical peers. Similarly, autistic 4-year-olds waited less for both food and other types of rewards, compared to their neurotypical peers. Relative to their neurotypical peers, autistic children also used fewer effective strategies during these tasks. These findings suggest that even very young autistic children have differences in impulse control, which might help in creating better support and interventions for them. En ligne : https://dx.doi.org/10.1177/13623613261418541 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Reduced delay-based executive function in autistic toddlers and preschoolers [texte imprimé] / Amanda CREMONE-CAIRA, Auteur ; Gina SCHNUR, Auteur ; Madison SURMACZ, Auteur ; Susan FAJA, Auteur . - p.958-971. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.958-971 Mots-clés : autism spectrum disorder  cognitive development  delay of gratification  executive control  hot executive function  preschool  reward Index. décimale : PER Périodiques Résumé : “Hot” or reward-based executive function describes the regulatory skills needed to suppress or delay actions in emotionally salient contexts. These delay-based executive function skills impact social development, mental health, and academic achievement. Accumulating evidence indicates that autistic children (3 years or older) show reduced delay-based executive function relative to neurotypical counterparts. The primary aim of this study was to determine whether these findings extend to younger children (younger than 3 years). Our secondary aim was to determine whether the strategies employed during delay-based executive function tasks differed between autistic and neurotypical toddlers, to understand why autistic children often experience difficulty in this domain. A behavioral battery was administered to measure delay-based executive function in autistic and neurotypical children, aged 2 and 4 years. Consistent with evidence in older children, delay-based executive function was reduced in autistic toddlers. Autistic 2-year-olds waited less during tasks that utilized food rewards, whereas autistic 4-year-olds waited less during tasks using both food- and non-food-based incentives. Autistic children also used significantly less adaptive strategies during tasks. These results are the first to indicate diagnostic differences in delay-based executive function among children as young as 2 years and may inform interventions that target these skills to improve related developmental outcomes.Lay Abstract “Hot” executive function involves the ability to control actions when emotions are involved. For example, a situation when an individual must resist a temptation requires hot executive function. These skills are important for social growth, mental health, and doing well in school. Research shows that autistic children over 3 years of age are less likely to use these skills compared to other children. This study examined whether autistic children under 3 years of age show similar difficulties. We also examined whether autistic children use different strategies than neurotypical children. To find out, we asked both autistic and neurotypical children, ages 2 and 4 years, to complete tasks that required them to delay their responses. The study found that, like older autistic children, younger autistic children also delayed their responses less than neurotypical children. Autistic 2-year-olds waited less for rewards, like food, compared to their neurotypical peers. Similarly, autistic 4-year-olds waited less for both food and other types of rewards, compared to their neurotypical peers. Relative to their neurotypical peers, autistic children also used fewer effective strategies during these tasks. These findings suggest that even very young autistic children have differences in impulse control, which might help in creating better support and interventions for them. En ligne : https://dx.doi.org/10.1177/13623613261418541 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Supporting a ‘good life’ for autistic children: Autistic adults’ and parents’ perspectives / Kate SIMPSON in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.972-982 Titre : Supporting a ‘good life’ for autistic children: Autistic adults’ and parents’ perspectives Type de document : texte imprimé Auteurs : Kate SIMPSON, Auteur ; Connie ALLEN, Auteur ; Elizabeth WHEELEY, Auteur ; Elizabeth PELLICANO, Auteur ; Melanie HEYWORTH, Auteur ; Jacquiline DEN HOUTING, Auteur ; Rachael BOWEN, Auteur ; Dawn ADAMS, Auteur Article en page(s) : p.972-982 Langues : Anglais (eng) Mots-clés : autism  children  qualitative research  quality of life  wellbeing Index. décimale : PER Périodiques Résumé : There has been limited research into what helps to promote autistic children’s quality of life. This qualitative study, co-produced with autistic people, aimed to identify, from multiple perspectives, what helps autistic children to live a ‘good life’. We conducted semi-structured interviews with autistic adults (n = 28) and parents of autistic children (n = 29). Using reflexive thematic analysis, we identified four themes: Being accepted by others in a way that allows the child to be themselves; Finding ‘the things that light [the child]’; Having a sense of control over their own life and Physical/sensory environments matter. All themes were common to both autistic adults and parents of autistic children, with the exception of one sub-theme, which was predominantly driven by autistic adults’ responses. These findings highlight potential pathways to support autistic children’s quality of life now and into the future.Lay Abstract There hasn’t been much research about what helps autistic children to live a ‘good life’ or to have a good quality of life. This makes it difficult to know how to help autistic children to do so. In this study, we asked autistic adults and parents of autistic children what they thought helped autistic children to live a ‘good life’. They mentioned four important areas. These were (a) autistic children being accepted as their real or true self, (b) autistic children finding the things that they enjoy and that energise them, (c) autistic children having a sense of control in their life and (d) physical environments that suit autistic children’s sensory needs. These are things that can be changed in the autistic child’s environment to support the autistic child in living a good life. En ligne : https://dx.doi.org/10.1177/13623613261418945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Supporting a ‘good life’ for autistic children: Autistic adults’ and parents’ perspectives [texte imprimé] / Kate SIMPSON, Auteur ; Connie ALLEN, Auteur ; Elizabeth WHEELEY, Auteur ; Elizabeth PELLICANO, Auteur ; Melanie HEYWORTH, Auteur ; Jacquiline DEN HOUTING, Auteur ; Rachael BOWEN, Auteur ; Dawn ADAMS, Auteur . - p.972-982. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.972-982 Mots-clés : autism  children  qualitative research  quality of life  wellbeing Index. décimale : PER Périodiques Résumé : There has been limited research into what helps to promote autistic children’s quality of life. This qualitative study, co-produced with autistic people, aimed to identify, from multiple perspectives, what helps autistic children to live a ‘good life’. We conducted semi-structured interviews with autistic adults (n = 28) and parents of autistic children (n = 29). Using reflexive thematic analysis, we identified four themes: Being accepted by others in a way that allows the child to be themselves; Finding ‘the things that light [the child]’; Having a sense of control over their own life and Physical/sensory environments matter. All themes were common to both autistic adults and parents of autistic children, with the exception of one sub-theme, which was predominantly driven by autistic adults’ responses. These findings highlight potential pathways to support autistic children’s quality of life now and into the future.Lay Abstract There hasn’t been much research about what helps autistic children to live a ‘good life’ or to have a good quality of life. This makes it difficult to know how to help autistic children to do so. In this study, we asked autistic adults and parents of autistic children what they thought helped autistic children to live a ‘good life’. They mentioned four important areas. These were (a) autistic children being accepted as their real or true self, (b) autistic children finding the things that they enjoy and that energise them, (c) autistic children having a sense of control in their life and (d) physical environments that suit autistic children’s sensory needs. These are things that can be changed in the autistic child’s environment to support the autistic child in living a good life. En ligne : https://dx.doi.org/10.1177/13623613261418945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Estimating the direct health and broader societal costs of caring for autistic children and adolescents – Preliminary findings from a tertiary care centre in urban India / Kasturi Atmaram SAKHARDANDE in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.983-999 Titre : Estimating the direct health and broader societal costs of caring for autistic children and adolescents – Preliminary findings from a tertiary care centre in urban India Type de document : texte imprimé Auteurs : Kasturi Atmaram SAKHARDANDE, Auteur ; Snehaa Sweekruti DASH, Auteur ; Dharani RAMAMOORTHY, Auteur ; Parul VARMA, Auteur ; Preeti MAMGAIN, Auteur ; Gemma SHIELDS, Auteur ; Gauri DIVAN, Auteur ; Harshini MANOHAR, Auteur ; Reetabrata ROY, Auteur Article en page(s) : p.983-999 Langues : Anglais (eng) Mots-clés : autism  cost of care  India  out-of-pocket expenditure  universal health coverage Index. décimale : PER Périodiques Résumé : Autistic individuals across the spectrum have diverse rehabilitation and support needs. Systematic data on the cost of care for autism is unavailable in low- and middle-income countries, yet such information is essential to understand the financial burden on families. The current study is a preliminary attempt aimed to estimate the cost incurred by families of autistic children and adolescents attending a tertiary care centre in urban India. The adapted Children and Adolescents Economic Resources Questionnaire was administered to 80 families seeking autism-specific services. Direct medical, non-medical costs and indirect costs, including time and productivity costs, were estimated by parent self-report. The sample consisted predominantly of preschool- and middle-childhood-aged children coming to a premier referral centre, from various geographical locations in the country and with different profiles of support needs and interventions received. Preliminary findings showed that major expenses involved diagnostic and early intervention services, schooling and centre-based rehabilitation. Among direct non-medical costs, education and childcare costs were the highest. In the absence of universal health coverage, approximately 71.25% of families exceeded the threshold of spending >10% of their monthly income on healthcare, amounting to catastrophic out-of-pocket expenditures. Our study contributes preliminary findings as a first step in the cost-of-care studies on autism in India. Future studies should include a larger sample size, robust methods of cost estimation and a mixed-methods design to capture economic impact on families.Lay abstract People with autism have different needs when it comes to support and treatment. In many countries without universal health coverage, getting proper care can be expensive and difficult for families to afford. There isn’t much information about how much autism care costs in low- and middle-income countries. This study looked at how much families spend on caring for their autistic children in the Indian context. The adapted Children and Adolescents Economic Resources Questionnaire was administered to 80 families of children with autism seeking services at a tertiary care centre. Results showed that families spent the most on diagnosis, early intervention, education and childcare. A significant proportion of families incurred catastrophic out-of-pocket expenditures on a regular basis. The preliminary findings highlight the financial impact on families. En ligne : https://dx.doi.org/10.1177/13623613261421840 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Estimating the direct health and broader societal costs of caring for autistic children and adolescents – Preliminary findings from a tertiary care centre in urban India [texte imprimé] / Kasturi Atmaram SAKHARDANDE, Auteur ; Snehaa Sweekruti DASH, Auteur ; Dharani RAMAMOORTHY, Auteur ; Parul VARMA, Auteur ; Preeti MAMGAIN, Auteur ; Gemma SHIELDS, Auteur ; Gauri DIVAN, Auteur ; Harshini MANOHAR, Auteur ; Reetabrata ROY, Auteur . - p.983-999. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.983-999 Mots-clés : autism  cost of care  India  out-of-pocket expenditure  universal health coverage Index. décimale : PER Périodiques Résumé : Autistic individuals across the spectrum have diverse rehabilitation and support needs. Systematic data on the cost of care for autism is unavailable in low- and middle-income countries, yet such information is essential to understand the financial burden on families. The current study is a preliminary attempt aimed to estimate the cost incurred by families of autistic children and adolescents attending a tertiary care centre in urban India. The adapted Children and Adolescents Economic Resources Questionnaire was administered to 80 families seeking autism-specific services. Direct medical, non-medical costs and indirect costs, including time and productivity costs, were estimated by parent self-report. The sample consisted predominantly of preschool- and middle-childhood-aged children coming to a premier referral centre, from various geographical locations in the country and with different profiles of support needs and interventions received. Preliminary findings showed that major expenses involved diagnostic and early intervention services, schooling and centre-based rehabilitation. Among direct non-medical costs, education and childcare costs were the highest. In the absence of universal health coverage, approximately 71.25% of families exceeded the threshold of spending >10% of their monthly income on healthcare, amounting to catastrophic out-of-pocket expenditures. Our study contributes preliminary findings as a first step in the cost-of-care studies on autism in India. Future studies should include a larger sample size, robust methods of cost estimation and a mixed-methods design to capture economic impact on families.Lay abstract People with autism have different needs when it comes to support and treatment. In many countries without universal health coverage, getting proper care can be expensive and difficult for families to afford. There isn’t much information about how much autism care costs in low- and middle-income countries. This study looked at how much families spend on caring for their autistic children in the Indian context. The adapted Children and Adolescents Economic Resources Questionnaire was administered to 80 families of children with autism seeking services at a tertiary care centre. Results showed that families spent the most on diagnosis, early intervention, education and childcare. A significant proportion of families incurred catastrophic out-of-pocket expenditures on a regular basis. The preliminary findings highlight the financial impact on families. En ligne : https://dx.doi.org/10.1177/13623613261421840 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Gender identity development in autistic individuals: An interview study / Robin MICHIELS in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1000-1013 Titre : Gender identity development in autistic individuals: An interview study Type de document : texte imprimé Auteurs : Robin MICHIELS, Auteur ; Marie GROFFI, Auteur ; Jeroen DEWINTER, Auteur ; Ilse NOENS, Auteur ; Paul ENZLIN, Auteur Article en page(s) : p.1000-1013 Langues : Anglais (eng) Mots-clés : Autism  gender development  gender identity  lived experiences  participatory research  qualitative longitudinal analysis  qualitative research Index. décimale : PER Périodiques Résumé : Autistic individuals report more gender-related questions and gender incongruence compared to non-autistic peers. However, research on gender identity in autistic individuals lacks longitudinal perspectives and underrepresents cisgender males. This study explored how both cisgender autistic individuals and trans and gender-diverse (TGD) autistic individuals experienced their gender identity development in a broad sense. Fifteen autistic adults (aged 27–52) participated in semi-structured interviews. Data were analyzed using a qualitative longitudinal approach combining phenomenological and process analyses, guided by the Qualitative Analysis Guide of Leuven (QUAGOL). The autistic community was involved in developing research questions, study design, interpreting and discussing results. Phenomenological analysis revealed three themes: (1) exploring a comfortable identity; (2) negotiating oneself with others; and (3) interacting with societal perspectives on gender. Process analysis identified three themes: (1) learning by experience; (2) gender identity development takes time and is demanding; and (3) changing perspectives on gender. Gender-related questions shaped by individual, environmental, and societal factors were present in both cisgender and TGD autistic individuals, though convergence and divergence existed. Gender identity development was experienced as intertwined with autism and demanding, emphasizing the need for supportive environments, peer connections, and appropriate timing and conceptualization of autism diagnoses to foster positive gender identity development.Lay Abstract How both cisgender autistic people and trans and gender-diverse autistic people talk about their gender identity development.Why was this study done?Not everyone feels they have a gender identity, but everyone goes through a development in which gender identity plays a part. Some people experience a difference between their sex assigned at birth and how they experience their current gender. Here, we refer to this small group as trans and gender-diverse and to those whose gender aligns with their assigned sex as cisgender. An increasing number of studies show that autistic people identify more often as trans and gender-diverse compared to the general population but also autistic cis persons can have questions about gender. However, little research on gender identity in autistic individuals had looked at how their sense of gender developed. So, we wondered how autistic adults experienced their gender and how this changed while growing up.How was the study conducted?We interviewed 15 autistic adults between 27 and 52 years old about their gender identity development. In the interviews, we focused on (1) how autistic people described their sense of gender and (2) how their sense of gender changed over time.What did the study find?For both cisgender autistic individuals and trans and gender-diverse autistic individuals, gender identity development was a personal journey. We found three key themes: (1) exploring an identity that feels right as an individual; (2) in social situations, finding a balance between personal identity and others’ expectations; and (3) in society, interacting with social views on gender. We also found three themes related to changes over time: (1) people learning by experience; (2) gender identity development takes time and is demanding; and (3) perspectives on gender change over time. However, variety existed in how these themes were expressed and experienced.Why is this important?Interviewees shared how autism and identity, including gender identity, intertwined. For some, this was challenging. This shows how adequate information and support on gender and autism, and connections with other autistic people can contribute to a positive gender identity development. Also, a well-timed autism diagnosis and positive views on autism can further support this development. En ligne : https://dx.doi.org/10.1177/13623613261421391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Gender identity development in autistic individuals: An interview study [texte imprimé] / Robin MICHIELS, Auteur ; Marie GROFFI, Auteur ; Jeroen DEWINTER, Auteur ; Ilse NOENS, Auteur ; Paul ENZLIN, Auteur . - p.1000-1013. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1000-1013 Mots-clés : Autism  gender development  gender identity  lived experiences  participatory research  qualitative longitudinal analysis  qualitative research Index. décimale : PER Périodiques Résumé : Autistic individuals report more gender-related questions and gender incongruence compared to non-autistic peers. However, research on gender identity in autistic individuals lacks longitudinal perspectives and underrepresents cisgender males. This study explored how both cisgender autistic individuals and trans and gender-diverse (TGD) autistic individuals experienced their gender identity development in a broad sense. Fifteen autistic adults (aged 27–52) participated in semi-structured interviews. Data were analyzed using a qualitative longitudinal approach combining phenomenological and process analyses, guided by the Qualitative Analysis Guide of Leuven (QUAGOL). The autistic community was involved in developing research questions, study design, interpreting and discussing results. Phenomenological analysis revealed three themes: (1) exploring a comfortable identity; (2) negotiating oneself with others; and (3) interacting with societal perspectives on gender. Process analysis identified three themes: (1) learning by experience; (2) gender identity development takes time and is demanding; and (3) changing perspectives on gender. Gender-related questions shaped by individual, environmental, and societal factors were present in both cisgender and TGD autistic individuals, though convergence and divergence existed. Gender identity development was experienced as intertwined with autism and demanding, emphasizing the need for supportive environments, peer connections, and appropriate timing and conceptualization of autism diagnoses to foster positive gender identity development.Lay Abstract How both cisgender autistic people and trans and gender-diverse autistic people talk about their gender identity development.Why was this study done?Not everyone feels they have a gender identity, but everyone goes through a development in which gender identity plays a part. Some people experience a difference between their sex assigned at birth and how they experience their current gender. Here, we refer to this small group as trans and gender-diverse and to those whose gender aligns with their assigned sex as cisgender. An increasing number of studies show that autistic people identify more often as trans and gender-diverse compared to the general population but also autistic cis persons can have questions about gender. However, little research on gender identity in autistic individuals had looked at how their sense of gender developed. So, we wondered how autistic adults experienced their gender and how this changed while growing up.How was the study conducted?We interviewed 15 autistic adults between 27 and 52 years old about their gender identity development. In the interviews, we focused on (1) how autistic people described their sense of gender and (2) how their sense of gender changed over time.What did the study find?For both cisgender autistic individuals and trans and gender-diverse autistic individuals, gender identity development was a personal journey. We found three key themes: (1) exploring an identity that feels right as an individual; (2) in social situations, finding a balance between personal identity and others’ expectations; and (3) in society, interacting with social views on gender. We also found three themes related to changes over time: (1) people learning by experience; (2) gender identity development takes time and is demanding; and (3) perspectives on gender change over time. However, variety existed in how these themes were expressed and experienced.Why is this important?Interviewees shared how autism and identity, including gender identity, intertwined. For some, this was challenging. This shows how adequate information and support on gender and autism, and connections with other autistic people can contribute to a positive gender identity development. Also, a well-timed autism diagnosis and positive views on autism can further support this development. En ligne : https://dx.doi.org/10.1177/13623613261421391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

How does ‘autistic burnout’ feel? A qualitative study exploring experiences of earlier and later-diagnosed autistic adults / Dorota ALI in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1014-1027 Titre : How does ‘autistic burnout’ feel? A qualitative study exploring experiences of earlier and later-diagnosed autistic adults Type de document : texte imprimé Auteurs : Dorota ALI, Auteur ; Will MANDY, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.1014-1027 Langues : Anglais (eng) Mots-clés : autism  autistic burnout  burnout  fatigue  mental health  reflexive thematic analysis Index. décimale : PER Périodiques Résumé : ‘Autistic burnout’ is increasingly conceptualised as an experience of severe exhaustion, increased sensory difficulties and need for solitude, resulting from not having needs met across contexts. We interviewed 20 autistic adults (eight diagnosed with autism in childhood) about their experiences of autistic burnout. In this reflexive thematic analysis, we focused on how burnout felt, comparing the experiences of those diagnosed in childhood versus adulthood. We created five themes. We understood burnout to be, at times, (1) a powering down and/or (2) the overactivation, of the mind and body, resulting in (3) a craving for sensory and social rest. For those diagnosed in adulthood, burnout seemed to be experienced as more chronic and confusing. Some participants diagnosed in adulthood (4) made the world more bearable by using substances, coping with the contributors to and effects of burnout. Especially affecting those diagnosed in adulthood, (5) not knowing why this was happening took a (sometimes dangerous) toll; for a few, it led to contemplating suicide. This study brings new insights into burnout experiences of adults diagnosed with autism at different life points.Lay abstract Some autistic people experience severe exhaustion as a result of not having their needs met that sometimes prevents them from being able to take part in daily life. Some people refer to this as ‘autistic burnout’. In this study, we spoke to 20 autistic adults, eight of whom were diagnosed with autism in childhood. We analysed our participants’ interviews through an approach called reflexive thematic analysis. Through this process, we created five themes around the question of how autistic burnout felt for these participants. We were also interested in how participants diagnosed with autism in childhood versus in adulthood described their burnout experiences. This is because research has shown that not having an autism diagnosis earlier in life could, indirectly, lead to not understanding one’s own needs accurately and not having the right support from others. The five themes we created were (1) the powering down of the mind and body, (2) the overactivation of the mind and body, (3) craving social and sensory rest, (4) making the world more manageable by using substances and (5) not knowing why this is happening to you can take a (sometimes dangerous) toll. Themes 1, 2 and 3 seemed to be shared between participants regardless of age at autism diagnosis. However, these experiences seemed to be more disabling for participants diagnosed in adulthood. Themes 4 and 5 related particularly to those diagnosed with autism in adulthood. This study adds an important insight: perspectives on burnout experiences from adults diagnosed with autism at different life points. En ligne : https://dx.doi.org/10.1177/13623613261422117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] How does ‘autistic burnout’ feel? A qualitative study exploring experiences of earlier and later-diagnosed autistic adults [texte imprimé] / Dorota ALI, Auteur ; Will MANDY, Auteur ; Francesca HAPPE, Auteur . - p.1014-1027. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1014-1027 Mots-clés : autism  autistic burnout  burnout  fatigue  mental health  reflexive thematic analysis Index. décimale : PER Périodiques Résumé : ‘Autistic burnout’ is increasingly conceptualised as an experience of severe exhaustion, increased sensory difficulties and need for solitude, resulting from not having needs met across contexts. We interviewed 20 autistic adults (eight diagnosed with autism in childhood) about their experiences of autistic burnout. In this reflexive thematic analysis, we focused on how burnout felt, comparing the experiences of those diagnosed in childhood versus adulthood. We created five themes. We understood burnout to be, at times, (1) a powering down and/or (2) the overactivation, of the mind and body, resulting in (3) a craving for sensory and social rest. For those diagnosed in adulthood, burnout seemed to be experienced as more chronic and confusing. Some participants diagnosed in adulthood (4) made the world more bearable by using substances, coping with the contributors to and effects of burnout. Especially affecting those diagnosed in adulthood, (5) not knowing why this was happening took a (sometimes dangerous) toll; for a few, it led to contemplating suicide. This study brings new insights into burnout experiences of adults diagnosed with autism at different life points.Lay abstract Some autistic people experience severe exhaustion as a result of not having their needs met that sometimes prevents them from being able to take part in daily life. Some people refer to this as ‘autistic burnout’. In this study, we spoke to 20 autistic adults, eight of whom were diagnosed with autism in childhood. We analysed our participants’ interviews through an approach called reflexive thematic analysis. Through this process, we created five themes around the question of how autistic burnout felt for these participants. We were also interested in how participants diagnosed with autism in childhood versus in adulthood described their burnout experiences. This is because research has shown that not having an autism diagnosis earlier in life could, indirectly, lead to not understanding one’s own needs accurately and not having the right support from others. The five themes we created were (1) the powering down of the mind and body, (2) the overactivation of the mind and body, (3) craving social and sensory rest, (4) making the world more manageable by using substances and (5) not knowing why this is happening to you can take a (sometimes dangerous) toll. Themes 1, 2 and 3 seemed to be shared between participants regardless of age at autism diagnosis. However, these experiences seemed to be more disabling for participants diagnosed in adulthood. Themes 4 and 5 related particularly to those diagnosed with autism in adulthood. This study adds an important insight: perspectives on burnout experiences from adults diagnosed with autism at different life points. En ligne : https://dx.doi.org/10.1177/13623613261422117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Facilitators, barriers, and strategies in implementing early intervention for children with autism spectrum disorder aged 0–6 years: A multicenter qualitative study using the consolidated framework for implementation research / Hongrui ZHU in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1028-1046 Titre : Facilitators, barriers, and strategies in implementing early intervention for children with autism spectrum disorder aged 0–6 years: A multicenter qualitative study using the consolidated framework for implementation research Type de document : texte imprimé Auteurs : Hongrui ZHU, Auteur ; Ka Yan HO, Auteur ; Vivien Xi WU, Auteur ; Jinlin YE, Auteur ; Lin XIAO, Auteur ; Yunfan LI, Auteur ; Zhuojun YU, Auteur ; Xingying WANG, Auteur ; Xianhong LI, Auteur Article en page(s) : p.1028-1046 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  barriers  consolidated framework for implementation research  early intervention  facilitators  strategies Index. décimale : PER Périodiques Résumé : Autism spectrum disorder poses a growing global health challenge due to rising prevalence and significant disability burdens. Early intervention during the 0- to 6-year developmental window is critical to reduce individual, familial, and societal impacts. However, implementation gaps persist in China, particularly in resource-limited settings, where context-specific barriers and facilitators remain understudied. This multicenter qualitative study (July 12 to October 28, 2024.) across 11 cities in Hainan Province involved 47 stakeholders (4 policymakers, 13 managers, 13 practitioners, and 17 family caregivers of children with autism spectrum disorder aged 0–6 years). Semi-structured interviews guided by the Consolidated Framework for Implementation Research were complemented by document review and field observations, with data analyzed via template analysis. Key facilitators included government funding, stratified training, caregivers’ positive attitudes, and clear implementation standards. Barriers mainly included low social acceptance, regional resource disparities, workforce shortages, caregiver challenges, and limited evidence-based practice adoption. Four key strategies were identified: strengthening external support, optimizing internal resources, empowering stakeholders, and refining implementation through technology and evidence-based practices. This first China-based study uses a stakeholder-driven approach to co-design contextualized strategies, offering a model for improving autism spectrum disorder care delivery in similar resource settings globally.Lay abstract This study explored how to improve early support services for young children aged 0 to 6 years with autism spectrum disorder in resource-limited areas. We interviewed 47 stakeholders, including policymakers, service managers, healthcare professionals, and parents of autistic children across 11 cities to identify factors that support or limit effective early support services. Key helpful factors were government funding, practical staff training, and parents’ proactive attitudes. Major challenges included low public understanding of autism, unequal resources between regions, too few trained professionals, and difficulties families face accessing care. To address these, we suggest four solutions: increasing funding and community awareness, sharing resources more fairly, training more staff and supporting parents, and using technology and proven therapies. As the first study in China to design solutions with families and professionals, these strategies could help similar communities globally deliver better early autism care. En ligne : https://dx.doi.org/10.1177/13623613261422944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Facilitators, barriers, and strategies in implementing early intervention for children with autism spectrum disorder aged 0–6 years: A multicenter qualitative study using the consolidated framework for implementation research [texte imprimé] / Hongrui ZHU, Auteur ; Ka Yan HO, Auteur ; Vivien Xi WU, Auteur ; Jinlin YE, Auteur ; Lin XIAO, Auteur ; Yunfan LI, Auteur ; Zhuojun YU, Auteur ; Xingying WANG, Auteur ; Xianhong LI, Auteur . - p.1028-1046. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1028-1046 Mots-clés : autism spectrum disorder  barriers  consolidated framework for implementation research  early intervention  facilitators  strategies Index. décimale : PER Périodiques Résumé : Autism spectrum disorder poses a growing global health challenge due to rising prevalence and significant disability burdens. Early intervention during the 0- to 6-year developmental window is critical to reduce individual, familial, and societal impacts. However, implementation gaps persist in China, particularly in resource-limited settings, where context-specific barriers and facilitators remain understudied. This multicenter qualitative study (July 12 to October 28, 2024.) across 11 cities in Hainan Province involved 47 stakeholders (4 policymakers, 13 managers, 13 practitioners, and 17 family caregivers of children with autism spectrum disorder aged 0–6 years). Semi-structured interviews guided by the Consolidated Framework for Implementation Research were complemented by document review and field observations, with data analyzed via template analysis. Key facilitators included government funding, stratified training, caregivers’ positive attitudes, and clear implementation standards. Barriers mainly included low social acceptance, regional resource disparities, workforce shortages, caregiver challenges, and limited evidence-based practice adoption. Four key strategies were identified: strengthening external support, optimizing internal resources, empowering stakeholders, and refining implementation through technology and evidence-based practices. This first China-based study uses a stakeholder-driven approach to co-design contextualized strategies, offering a model for improving autism spectrum disorder care delivery in similar resource settings globally.Lay abstract This study explored how to improve early support services for young children aged 0 to 6 years with autism spectrum disorder in resource-limited areas. We interviewed 47 stakeholders, including policymakers, service managers, healthcare professionals, and parents of autistic children across 11 cities to identify factors that support or limit effective early support services. Key helpful factors were government funding, practical staff training, and parents’ proactive attitudes. Major challenges included low public understanding of autism, unequal resources between regions, too few trained professionals, and difficulties families face accessing care. To address these, we suggest four solutions: increasing funding and community awareness, sharing resources more fairly, training more staff and supporting parents, and using technology and proven therapies. As the first study in China to design solutions with families and professionals, these strategies could help similar communities globally deliver better early autism care. En ligne : https://dx.doi.org/10.1177/13623613261422944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

How do autistic adults experience ageing? A qualitative interview study / Rebecca AITKEN in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1047-1061 Titre : How do autistic adults experience ageing? A qualitative interview study Type de document : texte imprimé Auteurs : Rebecca AITKEN, Auteur ; Katherine BERRY, Auteur ; Emma GOWEN, Auteur ; Laura J.E. BROWN, Auteur Article en page(s) : p.1047-1061 Langues : Anglais (eng) Mots-clés : ageing well  autism  midlife  old age  qualitative research  support needs Index. décimale : PER Périodiques Résumé : The aim of this study was to understand middle-aged and older autistic adults’ views and experiences of ageing and their associated health and social care needs. Seventeen autistic adults (10 women and seven men) aged 46–72 years were recruited via convenience and snowball sampling strategies and interviewed via Zoom or telephone call about what it means to age well; their age-related needs; and how services could better support them to age well. Semi-structured interview transcripts were analysed using inductive thematic analysis. Five themes were identified. These reflected: (1) possibilities and fears around ageing; (2) adaptive strategies when facing age-related changes; (3) understanding and acceptance of autism for a more positive experience of ageing; (4) social relationships as important for supporting ageing and (5) formal support for ageing needing to be autism-informed. The findings highlight a need for increasing societal knowledge about ageing with autism, and for improved services to support this. We provide a set of recommendations for professionals working with autistic adults. These include involving autistic people in the design of health and social care services; ensuring that services are trauma-informed and strength-focused; and providing peer support to help autistic people navigate and access services.Lay abstract What was the purpose of this study?The purpose of this study was to understand middle-aged and older autistic adults’ views and experiences of ageing well, their age-related needs, and how services could better support them to age well.Why is this an important issue?Very little research explains how autistic people experience ageing. It is important to know more about this to ensure that health and social services know how to best support ageing autistic people to live happier and healthier lives.What did the researchers do?We interviewed 17 middle-to-older autistic adults (10 females, 46–72 years) via Zoom or telephone. We typed up participant’s responses and looked for common themes within the data.What were the results of the study?Participants felt that links between autism and ageing were poorly understood, and that autistic adults may have a higher risk of certain age-related conditions such as dementia. Participants also felt their autistic characteristics and experiences were changing with age.This study also revealed that current ageing support is generally felt to be incompatible with autistic adults’ characteristics. This incompatibility was linked to professionals not understanding autistic characteristics, and services being difficult to access. A hub-based model was proposed involving flexible and responsive peer and specialist support options.How will these findings help autistic adults now or in the future?This study raises the profile of the needs of ageing autistic adults. We have created a set of recommendations that will contribute to professionals’ understanding of autistic adults’ views on ageing well, their age-related support needs, and how to adapt service provision accordingly. En ligne : https://dx.doi.org/10.1177/13623613261422937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] How do autistic adults experience ageing? A qualitative interview study [texte imprimé] / Rebecca AITKEN, Auteur ; Katherine BERRY, Auteur ; Emma GOWEN, Auteur ; Laura J.E. BROWN, Auteur . - p.1047-1061. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1047-1061 Mots-clés : ageing well  autism  midlife  old age  qualitative research  support needs Index. décimale : PER Périodiques Résumé : The aim of this study was to understand middle-aged and older autistic adults’ views and experiences of ageing and their associated health and social care needs. Seventeen autistic adults (10 women and seven men) aged 46–72 years were recruited via convenience and snowball sampling strategies and interviewed via Zoom or telephone call about what it means to age well; their age-related needs; and how services could better support them to age well. Semi-structured interview transcripts were analysed using inductive thematic analysis. Five themes were identified. These reflected: (1) possibilities and fears around ageing; (2) adaptive strategies when facing age-related changes; (3) understanding and acceptance of autism for a more positive experience of ageing; (4) social relationships as important for supporting ageing and (5) formal support for ageing needing to be autism-informed. The findings highlight a need for increasing societal knowledge about ageing with autism, and for improved services to support this. We provide a set of recommendations for professionals working with autistic adults. These include involving autistic people in the design of health and social care services; ensuring that services are trauma-informed and strength-focused; and providing peer support to help autistic people navigate and access services.Lay abstract What was the purpose of this study?The purpose of this study was to understand middle-aged and older autistic adults’ views and experiences of ageing well, their age-related needs, and how services could better support them to age well.Why is this an important issue?Very little research explains how autistic people experience ageing. It is important to know more about this to ensure that health and social services know how to best support ageing autistic people to live happier and healthier lives.What did the researchers do?We interviewed 17 middle-to-older autistic adults (10 females, 46–72 years) via Zoom or telephone. We typed up participant’s responses and looked for common themes within the data.What were the results of the study?Participants felt that links between autism and ageing were poorly understood, and that autistic adults may have a higher risk of certain age-related conditions such as dementia. Participants also felt their autistic characteristics and experiences were changing with age.This study also revealed that current ageing support is generally felt to be incompatible with autistic adults’ characteristics. This incompatibility was linked to professionals not understanding autistic characteristics, and services being difficult to access. A hub-based model was proposed involving flexible and responsive peer and specialist support options.How will these findings help autistic adults now or in the future?This study raises the profile of the needs of ageing autistic adults. We have created a set of recommendations that will contribute to professionals’ understanding of autistic adults’ views on ageing well, their age-related support needs, and how to adapt service provision accordingly. En ligne : https://dx.doi.org/10.1177/13623613261422937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Autistic young people’s psychological well-being in school / Hazel GREER in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1062-1072 Titre : Autistic young people’s psychological well-being in school Type de document : texte imprimé Auteurs : Hazel GREER, Auteur ; Caitlin A. WILLIAMS, Auteur ; Afia ALI, Auteur ; Vaso TOTSIKA, Auteur Article en page(s) : p.1062-1072 Langues : Anglais (eng) Mots-clés : academic self-concept  autistic adolescents  school  well-being Index. décimale : PER Périodiques Résumé : Autistic students often face unique challenges at school compared to their non-autistic peers. However, there is a lack of robust evidence investigating their well-being at school. This study examined autistic adolescents’ school well-being using data from a UK population-based cohort. Participants self-reported their positive and negative affect towards and within school. Results indicated that autistic adolescents (n = 271; Mage = 13.73; SD = 0.47; 23.11% female) experienced significantly lower levels of school well-being than non-autistic adolescents (n = 8077; Mage = 13.78; SD = 0.45; 50.67% female), as evidenced by both lower positive, and higher negative, affect. Differences were attenuated when factors associated with school well-being were controlled for, and levels of well-being no longer differed significantly. Autistic adolescents’ (n = 412; Mage = 13.76; SD = 0.46; 18.52% female) positive affect towards school was mostly associated with academic self-concept, whereas negative affect was mostly associated with academic self-concept, bullying victimisation and peer problems. The findings suggest that autistic school well-being could be promoted by supporting autistic students to feel good about their academic effort at school, as well as through school-wide anti-bullying programmes.Lay abstract Many autistic young people often experience difficulties at school. However, we know little about how autistic students feel about school compared to their non-autistic peers. Understanding their experiences is important, because school well-being might affect going to school, longer-term learning, as well as friendships and mental health. In this study, we used information from a UK national survey of young people aged 14 years. Students were asked about how happy they felt at school (positive feelings) and how often they felt unhappy at school (negative feelings). We compared answers from autistic and non-autistic students. We also looked at what things were related to autistic students’ feelings about school, including how confident they felt in their schoolwork, experiences of bullying and relationships with friends and family. Autistic students reported feeling less happy and more unhappy at school than non-autistic students. When we considered other things related to well-being, such as being bullying or self-confidence at school, these differences became a lot smaller. For autistic students, positive feelings about school were most strongly related to believing they were good at their schoolwork. Negative feelings about school were related to being bullied, difficult relationships with friends and lower confidence in schoolwork. These findings suggest that differences in school well-being between autistic and non-autistic students may be explained by things that could be changed with support. Supporting autistic students to feel more confident about how well they do academically, and ensuring schools reduce bullying, could help improve autistic young people’s experiences of school. En ligne : https://dx.doi.org/10.1177/13623613261425010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Autistic young people’s psychological well-being in school [texte imprimé] / Hazel GREER, Auteur ; Caitlin A. WILLIAMS, Auteur ; Afia ALI, Auteur ; Vaso TOTSIKA, Auteur . - p.1062-1072. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1062-1072 Mots-clés : academic self-concept  autistic adolescents  school  well-being Index. décimale : PER Périodiques Résumé : Autistic students often face unique challenges at school compared to their non-autistic peers. However, there is a lack of robust evidence investigating their well-being at school. This study examined autistic adolescents’ school well-being using data from a UK population-based cohort. Participants self-reported their positive and negative affect towards and within school. Results indicated that autistic adolescents (n = 271; Mage = 13.73; SD = 0.47; 23.11% female) experienced significantly lower levels of school well-being than non-autistic adolescents (n = 8077; Mage = 13.78; SD = 0.45; 50.67% female), as evidenced by both lower positive, and higher negative, affect. Differences were attenuated when factors associated with school well-being were controlled for, and levels of well-being no longer differed significantly. Autistic adolescents’ (n = 412; Mage = 13.76; SD = 0.46; 18.52% female) positive affect towards school was mostly associated with academic self-concept, whereas negative affect was mostly associated with academic self-concept, bullying victimisation and peer problems. The findings suggest that autistic school well-being could be promoted by supporting autistic students to feel good about their academic effort at school, as well as through school-wide anti-bullying programmes.Lay abstract Many autistic young people often experience difficulties at school. However, we know little about how autistic students feel about school compared to their non-autistic peers. Understanding their experiences is important, because school well-being might affect going to school, longer-term learning, as well as friendships and mental health. In this study, we used information from a UK national survey of young people aged 14 years. Students were asked about how happy they felt at school (positive feelings) and how often they felt unhappy at school (negative feelings). We compared answers from autistic and non-autistic students. We also looked at what things were related to autistic students’ feelings about school, including how confident they felt in their schoolwork, experiences of bullying and relationships with friends and family. Autistic students reported feeling less happy and more unhappy at school than non-autistic students. When we considered other things related to well-being, such as being bullying or self-confidence at school, these differences became a lot smaller. For autistic students, positive feelings about school were most strongly related to believing they were good at their schoolwork. Negative feelings about school were related to being bullied, difficult relationships with friends and lower confidence in schoolwork. These findings suggest that differences in school well-being between autistic and non-autistic students may be explained by things that could be changed with support. Supporting autistic students to feel more confident about how well they do academically, and ensuring schools reduce bullying, could help improve autistic young people’s experiences of school. En ligne : https://dx.doi.org/10.1177/13623613261425010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Autism in Viet Nam: A systematic scoping review / Leoni BOYLE in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1073-1087 Titre : Autism in Viet Nam: A systematic scoping review Type de document : texte imprimé Auteurs : Leoni BOYLE, Auteur ; Prithvi PEREPA, Auteur ; Kerry THALIA, Auteur ; Laura CRANE, Auteur Article en page(s) : p.1073-1087 Langues : Anglais (eng) Mots-clés : autism  community involvement  evidence synthesis  quality appraisal  reduced inequalities  Viet Nam Index. décimale : PER Périodiques Résumé : Autism research has predominantly focused on Western contexts, with limited studies in Vietnamese cultural settings. Through conducting a systematic scoping review, we aimed to map (a) the landscape of autism research in Vietnamese cultural contexts, (b) the quality of the research, and (c) the extent of autism community involvement in the research. A total of 137 studies met our inclusion criteria. A growing body of literature pertained to autism in Vietnamese cultural contexts, largely conducted in Viet Nam (87%). Much of the literature focused on Services and Supports (39%), as well as Interventions (20%). Key themes identified from the research were the centrality of family, the importance of school and education, and identifying a cause of autism. Quality appraisals of the studies – using the Mixed Methods Appraisal Tool, a Westernised tool – indicated that the studies were largely of low quality. There was limited autism community involvement in the research, with studies often lacking an explicit description of the nature of community involvement. Priority areas for future research include better understanding how rigour is understood in a Vietnamese research context, improving the clarity of data reporting and actively involving the Vietnamese autism community in the research process.Lay abstract Autism research has mostly focused on Western contexts, with few studies in Vietnamese cultural contexts. In this study, we reviewed all the research we could find on autism in Vietnamese cultural contexts, to map out what this research ‘looks like’. We found 137 studies on autism in Vietnamese cultural contexts, and most of this research was conducted in Viet Nam. The studies were often focused in the areas of Services and Supports as well as Interventions. Looking for common themes in the research, we found that studies emphasised the importance of family, the importance of school and education, and the need to find the causes of autism. We used the Mixed Methods Appraisal Tool, a Westernised tool, to evaluate the quality of the research, and we found that a lot of the research was rated as ‘low quality’. There were few examples of clear autism community involvement in the research. Key areas for the field to focus on in the future include reflecting on how the quality of the research is evaluated in Global South countries such as Viet Nam, and how best to include the autism community in the research process. En ligne : https://dx.doi.org/10.1177/13623613261425838 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Autism in Viet Nam: A systematic scoping review [texte imprimé] / Leoni BOYLE, Auteur ; Prithvi PEREPA, Auteur ; Kerry THALIA, Auteur ; Laura CRANE, Auteur . - p.1073-1087. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1073-1087 Mots-clés : autism  community involvement  evidence synthesis  quality appraisal  reduced inequalities  Viet Nam Index. décimale : PER Périodiques Résumé : Autism research has predominantly focused on Western contexts, with limited studies in Vietnamese cultural settings. Through conducting a systematic scoping review, we aimed to map (a) the landscape of autism research in Vietnamese cultural contexts, (b) the quality of the research, and (c) the extent of autism community involvement in the research. A total of 137 studies met our inclusion criteria. A growing body of literature pertained to autism in Vietnamese cultural contexts, largely conducted in Viet Nam (87%). Much of the literature focused on Services and Supports (39%), as well as Interventions (20%). Key themes identified from the research were the centrality of family, the importance of school and education, and identifying a cause of autism. Quality appraisals of the studies – using the Mixed Methods Appraisal Tool, a Westernised tool – indicated that the studies were largely of low quality. There was limited autism community involvement in the research, with studies often lacking an explicit description of the nature of community involvement. Priority areas for future research include better understanding how rigour is understood in a Vietnamese research context, improving the clarity of data reporting and actively involving the Vietnamese autism community in the research process.Lay abstract Autism research has mostly focused on Western contexts, with few studies in Vietnamese cultural contexts. In this study, we reviewed all the research we could find on autism in Vietnamese cultural contexts, to map out what this research ‘looks like’. We found 137 studies on autism in Vietnamese cultural contexts, and most of this research was conducted in Viet Nam. The studies were often focused in the areas of Services and Supports as well as Interventions. Looking for common themes in the research, we found that studies emphasised the importance of family, the importance of school and education, and the need to find the causes of autism. We used the Mixed Methods Appraisal Tool, a Westernised tool, to evaluate the quality of the research, and we found that a lot of the research was rated as ‘low quality’. There were few examples of clear autism community involvement in the research. Key areas for the field to focus on in the future include reflecting on how the quality of the research is evaluated in Global South countries such as Viet Nam, and how best to include the autism community in the research process. En ligne : https://dx.doi.org/10.1177/13623613261425838 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

The impact of specialist resource centres on autistic pupils’ experience of mainstream school / Anna COOK in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1088-1107 Titre : The impact of specialist resource centres on autistic pupils’ experience of mainstream school Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Alice BODDY, Auteur Article en page(s) : p.1088-1107 Langues : Anglais (eng) Mots-clés : autism  inclusive education  peer support  psychological well-being  resource base provision  school attendance  school belonging  social inclusion  specialist resource centre  teacher support Index. décimale : PER Périodiques Résumé : This study investigated how autistic pupils’ psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11–14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes.Lay abstract This study explored how support through specialist resource centres can help autistic pupils in mainstream secondary schools. Specialist resource centres are supportive spaces within regular schools that offer extra help, trained staff who understand autism, and a calm environment, while also keeping pupils included in the wider school community. Although national policies aim to make schools more inclusive, many autistic pupils still face challenges such as anxiety, social challenges and school absence. This study followed 119 autistic pupils aged 11–14 across seven schools for three years. It compared three groups: pupils in specialist resource centres, autistic pupils in the same schools but not placed in the Centres and autistic pupils in mainstream schools without a Centre. Comparisons were also made with non-autistic pupils from the same schools. The study found that specialist resource centre placement was linked to better academic progress for pupils in this sample and a stronger sense of belonging than other placements. Even so, placement on its own did not lead to clear differences in most areas of well-being, and some results were based on smaller samples, so they should be treated carefully. Specialist resource centre pupils also felt more supported by teachers, and they reported higher levels of happiness and fewer peer problems than non-autistic peers. However, because this information was gathered at one point in time, the findings do not prove that placement caused these differences, though they leave open the possibility that placement may have had an impact. Pupils in specialist resource centre placements appeared to have better attendance than autistic pupils nationally, although attendance was still not as high as whole-school averages. The most important factor linked to positive outcomes was feeling supported by teachers and classmates. These results suggest specialist resource centres may offer the greatest benefits within mainstream schools, when they help pupils build supportive peer and teacher relationships. En ligne : https://dx.doi.org/10.1177/13623613261426099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] The impact of specialist resource centres on autistic pupils’ experience of mainstream school [texte imprimé] / Anna COOK, Auteur ; Alice BODDY, Auteur . - p.1088-1107. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1088-1107 Mots-clés : autism  inclusive education  peer support  psychological well-being  resource base provision  school attendance  school belonging  social inclusion  specialist resource centre  teacher support Index. décimale : PER Périodiques Résumé : This study investigated how autistic pupils’ psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11–14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes.Lay abstract This study explored how support through specialist resource centres can help autistic pupils in mainstream secondary schools. Specialist resource centres are supportive spaces within regular schools that offer extra help, trained staff who understand autism, and a calm environment, while also keeping pupils included in the wider school community. Although national policies aim to make schools more inclusive, many autistic pupils still face challenges such as anxiety, social challenges and school absence. This study followed 119 autistic pupils aged 11–14 across seven schools for three years. It compared three groups: pupils in specialist resource centres, autistic pupils in the same schools but not placed in the Centres and autistic pupils in mainstream schools without a Centre. Comparisons were also made with non-autistic pupils from the same schools. The study found that specialist resource centre placement was linked to better academic progress for pupils in this sample and a stronger sense of belonging than other placements. Even so, placement on its own did not lead to clear differences in most areas of well-being, and some results were based on smaller samples, so they should be treated carefully. Specialist resource centre pupils also felt more supported by teachers, and they reported higher levels of happiness and fewer peer problems than non-autistic peers. However, because this information was gathered at one point in time, the findings do not prove that placement caused these differences, though they leave open the possibility that placement may have had an impact. Pupils in specialist resource centre placements appeared to have better attendance than autistic pupils nationally, although attendance was still not as high as whole-school averages. The most important factor linked to positive outcomes was feeling supported by teachers and classmates. These results suggest specialist resource centres may offer the greatest benefits within mainstream schools, when they help pupils build supportive peer and teacher relationships. En ligne : https://dx.doi.org/10.1177/13623613261426099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Short report: Disparities in hours of applied behavior analysis services for Medicaid-enrolled autistic youth / Diondra STRAITON-WEBSTER in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1108-1114 Titre : Short report: Disparities in hours of applied behavior analysis services for Medicaid-enrolled autistic youth Type de document : texte imprimé Auteurs : Diondra STRAITON-WEBSTER, Auteur ; Brooke INGERSOLL, Auteur Article en page(s) : p.1108-1114 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  disparities  Medicaid Index. décimale : PER Périodiques Résumé : To date, no studies have investigated whether disparities in hours of applied behavior analysis (ABA) exist in the Medicaid system. We used multilevel modeling to analyze Medicaid billing claims for 1,028 autistic youth under the age of 21 years to examine the extent to which there were disparities in hours of ABA services for Medicaid-enrolled youth based on race/ethnicity and rurality. Although younger children received more hours of ABA, F(1, 964.63) = 118.28, p < .001, there were no statistically significant differences in hours of ABA based on minoritized race/ethnicity status or sex. On average, youth served in rural areas received significantly less hours of ABA per month than those in non-rural areas, F(1, 122.13) = 7.89, p = .006; youth in rural areas received 10.86 less hours per month than those in non-rural areas. Results suggest that publicly funded service systems like Medicaid may reduce ABA service disparities by race/ethnicity. Policymakers should focus on improving service provision for youth in rural areas.Lay Abstract We used Medicaid billing claims from 1,028 autistic youth to see if there were differences in hours of applied behavior analysis (ABA) services per month for youth from different racial/ethnic groups, different service settings (rural or non-rural), different sexes, and different ages. We found that younger autistic youth received more hours of ABA per month compared to older youth, and and youth served in rural areas received about 11 hours less per month compared to youth in non-rural areas. There were no differences among different race/ethnic groups or sexes. Policymakers should focus on improving service availability for autistic youth served in rural areas.Plain Language SummaryNo studies of the Medicaid system have shown whether children of color receive less hours of applied behavior analysis (ABA) than White children or whether children in rural areas receive less services than those in non-rural areas. We used Medicaid billing claims to see if these disparities exist. We found that younger children received more hours of ABA per month, and children from rural areas received an average of 10.86 hr less per month than children in non-rural areas. There were no disparities based on race/ethnicity or sex. Publicly funded service systems like Medicaid may help reduce disparities by race/ethnicity, but policymakers should improve services for children living in rural areas. En ligne : https://dx.doi.org/10.1177/13623613251392495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Short report: Disparities in hours of applied behavior analysis services for Medicaid-enrolled autistic youth [texte imprimé] / Diondra STRAITON-WEBSTER, Auteur ; Brooke INGERSOLL, Auteur . - p.1108-1114. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1108-1114 Mots-clés : applied behavior analysis  autism  disparities  Medicaid Index. décimale : PER Périodiques Résumé : To date, no studies have investigated whether disparities in hours of applied behavior analysis (ABA) exist in the Medicaid system. We used multilevel modeling to analyze Medicaid billing claims for 1,028 autistic youth under the age of 21 years to examine the extent to which there were disparities in hours of ABA services for Medicaid-enrolled youth based on race/ethnicity and rurality. Although younger children received more hours of ABA, F(1, 964.63) = 118.28, p < .001, there were no statistically significant differences in hours of ABA based on minoritized race/ethnicity status or sex. On average, youth served in rural areas received significantly less hours of ABA per month than those in non-rural areas, F(1, 122.13) = 7.89, p = .006; youth in rural areas received 10.86 less hours per month than those in non-rural areas. Results suggest that publicly funded service systems like Medicaid may reduce ABA service disparities by race/ethnicity. Policymakers should focus on improving service provision for youth in rural areas.Lay Abstract We used Medicaid billing claims from 1,028 autistic youth to see if there were differences in hours of applied behavior analysis (ABA) services per month for youth from different racial/ethnic groups, different service settings (rural or non-rural), different sexes, and different ages. We found that younger autistic youth received more hours of ABA per month compared to older youth, and and youth served in rural areas received about 11 hours less per month compared to youth in non-rural areas. There were no differences among different race/ethnic groups or sexes. Policymakers should focus on improving service availability for autistic youth served in rural areas.Plain Language SummaryNo studies of the Medicaid system have shown whether children of color receive less hours of applied behavior analysis (ABA) than White children or whether children in rural areas receive less services than those in non-rural areas. We used Medicaid billing claims to see if these disparities exist. We found that younger children received more hours of ABA per month, and children from rural areas received an average of 10.86 hr less per month than children in non-rural areas. There were no disparities based on race/ethnicity or sex. Publicly funded service systems like Medicaid may help reduce disparities by race/ethnicity, but policymakers should improve services for children living in rural areas. En ligne : https://dx.doi.org/10.1177/13623613251392495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Letter to the editor: Employment of autistic individuals in the age of AI integration: Challenges and opportunities / Michal Waisman NITZAN in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1115-1117 Titre : Letter to the editor: Employment of autistic individuals in the age of AI integration: Challenges and opportunities Type de document : texte imprimé Auteurs : Michal Waisman NITZAN, Auteur ; Liron LAMASH, Auteur ; Darren HEDLEY, Auteur ; Simon M. BURY, Auteur ; Eynat GAL, Auteur Article en page(s) : p.1115-1117 Langues : Anglais (eng) Mots-clés : artificial intelligence  autism  employment  inclusion  neurodiversity Index. décimale : PER Périodiques Résumé : As artificial intelligence (AI) reshapes the modern workplace, the implications for neurodivergent populations, particularly autistic adults, warrant attention. Autistic people remain underrepresented in the workforce, facing persistent barriers to sustained employment. In this letter, we consider whether AI may compound these barriers or offer opportunities for autistic people: With thoughtful design and implementation, could AI foster more inclusive and accessible workplaces? We call for critical reflection on AI’s potential impact on autistic employment. We argue that facilitating inclusion of autistic individuals in the workforce in the age of AI will require care, collaboration, and a commitment to neurodiversity.Lay Abstract As artificial intelligence (AI) becomes more common in workplaces, it could affect autistic people in important ways. Today, many autistic adults still face difficulties finding and keeping jobs. In this letter, we ask whether AI will make things harder for autistic people or whether it might help. Could AI be designed in a way that supports autistic workers and creates more inclusive workplaces? We believe that the answer depends on how AI is used. We call for thoughtful planning and teamwork between employers, autistic people, and designers to make sure AI is used in ways that support neurodiversity and employment inclusion. En ligne : https://dx.doi.org/10.1177/13623613251401556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Letter to the editor: Employment of autistic individuals in the age of AI integration: Challenges and opportunities [texte imprimé] / Michal Waisman NITZAN, Auteur ; Liron LAMASH, Auteur ; Darren HEDLEY, Auteur ; Simon M. BURY, Auteur ; Eynat GAL, Auteur . - p.1115-1117. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1115-1117 Mots-clés : artificial intelligence  autism  employment  inclusion  neurodiversity Index. décimale : PER Périodiques Résumé : As artificial intelligence (AI) reshapes the modern workplace, the implications for neurodivergent populations, particularly autistic adults, warrant attention. Autistic people remain underrepresented in the workforce, facing persistent barriers to sustained employment. In this letter, we consider whether AI may compound these barriers or offer opportunities for autistic people: With thoughtful design and implementation, could AI foster more inclusive and accessible workplaces? We call for critical reflection on AI’s potential impact on autistic employment. We argue that facilitating inclusion of autistic individuals in the workforce in the age of AI will require care, collaboration, and a commitment to neurodiversity.Lay Abstract As artificial intelligence (AI) becomes more common in workplaces, it could affect autistic people in important ways. Today, many autistic adults still face difficulties finding and keeping jobs. In this letter, we ask whether AI will make things harder for autistic people or whether it might help. Could AI be designed in a way that supports autistic workers and creates more inclusive workplaces? We believe that the answer depends on how AI is used. We call for thoughtful planning and teamwork between employers, autistic people, and designers to make sure AI is used in ways that support neurodiversity and employment inclusion. En ligne : https://dx.doi.org/10.1177/13623613251401556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

The (in)visibilisation of ‘ethnicity’, ‘race’ and ‘culture’ as constructs of difference in Global North autism disparities research / Imane KOSTET in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1118-1128 Titre : The (in)visibilisation of ‘ethnicity’, ‘race’ and ‘culture’ as constructs of difference in Global North autism disparities research Type de document : texte imprimé Auteurs : Imane KOSTET, Auteur Article en page(s) : p.1118-1128 Langues : Anglais (eng) Mots-clés : autistic culture  autistic identity  autism representation  autistic whiteness  Critical Autism Studies  ethnic and racial disparities Index. décimale : PER Périodiques Résumé : Research evidences significant ethnic and racial disparities in the identification and diagnosis of autism in Global North contexts, sparking interest in how cultural factors contribute to these disparities. Despite this interest, however, the concept of ‘culture’ remains underdeveloped in autism research, where ethnic, racial, and other social categories are also often conflated. This has led to selective and limited explanations of how ‘culture’ influences the observed disparities. This commentary article discusses how autism research on the observed disparities in Global North contexts tends to hyper-visibilise ethnicity and race as proxies for ‘differences’, perpetuating cultural essentialist explanations for inequalities in diagnostics and social services. At the same time, research exploring autism as a constructed and negotiated ‘culture’ and ‘identity’ nearly renders ethnicity and race invisible. Consequently, little is known about how autism is initially shaped in intersection with ethnicity and race, how we collectively envision autistic individuals, and the extent to which our collective images are ethnically or racially diverse. This article advocates for a broader definition of culture in autism scholarship, emphasising how autism disparities also result from how autism is constructed and negotiated through processes of meaning-making.Lay abstract Research shows that people from ethnic and racial minority groups in North America and Europe are confronted with major inequalities in the identification and diagnosis of autism. This has led to growing interest in autism research in how cultural factors might contribute to these differences. However, the way ‘culture’ is understood in autism research is still limited. Often, ethnic, racial and national backgrounds are mixed together, leading to narrow explanations for why these disparities exist. Concretely, this article explores how autism research often highlights ethnicity and race as markers of ‘difference’, which can reinforce oversimplified ideas about why these diagnostic inequalities occur. On the contrary, when autism is studied as a social identity or culture, ethnicity and race are almost ignored. Because of this, we know very little about how society imagines autistic people, and how diverse these images actually are in ethnic or racial terms. This study argues for a broader understanding of ‘culture’ in autism research, urging scholars to consider how autism is often viewed as primarily a ‘white’ condition through cultural and social interpretations. This approach could help better understand and address the disparities in autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613251355247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] The (in)visibilisation of ‘ethnicity’, ‘race’ and ‘culture’ as constructs of difference in Global North autism disparities research [texte imprimé] / Imane KOSTET, Auteur . - p.1118-1128. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1118-1128 Mots-clés : autistic culture  autistic identity  autism representation  autistic whiteness  Critical Autism Studies  ethnic and racial disparities Index. décimale : PER Périodiques Résumé : Research evidences significant ethnic and racial disparities in the identification and diagnosis of autism in Global North contexts, sparking interest in how cultural factors contribute to these disparities. Despite this interest, however, the concept of ‘culture’ remains underdeveloped in autism research, where ethnic, racial, and other social categories are also often conflated. This has led to selective and limited explanations of how ‘culture’ influences the observed disparities. This commentary article discusses how autism research on the observed disparities in Global North contexts tends to hyper-visibilise ethnicity and race as proxies for ‘differences’, perpetuating cultural essentialist explanations for inequalities in diagnostics and social services. At the same time, research exploring autism as a constructed and negotiated ‘culture’ and ‘identity’ nearly renders ethnicity and race invisible. Consequently, little is known about how autism is initially shaped in intersection with ethnicity and race, how we collectively envision autistic individuals, and the extent to which our collective images are ethnically or racially diverse. This article advocates for a broader definition of culture in autism scholarship, emphasising how autism disparities also result from how autism is constructed and negotiated through processes of meaning-making.Lay abstract Research shows that people from ethnic and racial minority groups in North America and Europe are confronted with major inequalities in the identification and diagnosis of autism. This has led to growing interest in autism research in how cultural factors might contribute to these differences. However, the way ‘culture’ is understood in autism research is still limited. Often, ethnic, racial and national backgrounds are mixed together, leading to narrow explanations for why these disparities exist. Concretely, this article explores how autism research often highlights ethnicity and race as markers of ‘difference’, which can reinforce oversimplified ideas about why these diagnostic inequalities occur. On the contrary, when autism is studied as a social identity or culture, ethnicity and race are almost ignored. Because of this, we know very little about how society imagines autistic people, and how diverse these images actually are in ethnic or racial terms. This study argues for a broader understanding of ‘culture’ in autism research, urging scholars to consider how autism is often viewed as primarily a ‘white’ condition through cultural and social interpretations. This approach could help better understand and address the disparities in autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613251355247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584