Dépouillements

Camouflaging and autism: Conceptualisation and methodological issues / Wayne M. ARNOLD in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1131-1146 Titre : Camouflaging and autism: Conceptualisation and methodological issues Type de document : texte imprimé Auteurs : Wayne M. ARNOLD, Auteur ; Vicki BITSIKA, Auteur ; Christopher F. SHARPLEY, Auteur Article en page(s) : p.1131-1146 Langues : Anglais (eng) Mots-clés : autism  camouflaging  conceptualisation  masking  measurement  validity Index. décimale : PER Périodiques Résumé : It has been suggested that there is poor clarity of the ‘camouflaging’ concept in autism research, and potential confounding of its measurement tools, such as the Camouflaging Autistic Traits Questionnaire (CAT-Q). A critical review of 389 studies was conducted to investigate these potential conceptual and methodological issues. The findings question whether the same construct has been investigated across studies, as there is inconsistency in: (a) which terms are used; (b) reference made to established conceptual literature; (c) how terms are used (e.g. interchangeably or distinctly); and (d) how terms are defined. Although the CAT-Q has excellent reliability, there is mixed support for its validity, which is evidenced by its confounding by other constructs (e.g. social anxiety) and its limited autism-specificity. The validity of informant discrepancy measures of camouflaging is also questioned due to insufficient reference to established methodology. Finally, the generalisability of camouflaging to the overall autistic population is unclear due to: (a) overrepresentation of autistic females diagnosed during adulthood; and (b) underrepresentation of autistic people with co-occurring intellectual or language difficulties, and those with greater support needs. These issues are considered both in terms of their clinical relevance and how future research might resolve them.Lay Abstract Many autistic people have reported using ‘camouflaging’ strategies to adapt or cope within the non-autistic social world and avoid being negatively judged by other people. However, many terms have been used synonymously with camouflaging, such as masking, compensation and impression management. Due to this confusion about which terms to use, there is some suggestion that there is poor clarity and understanding of the camouflaging concept, and that this may contribute to inaccuracy of the tools used to measure this behaviour. We review 389 previous studies to examine these concerns. Our findings confirm this lack of clarity by showing that studies are inconsistent in: (a) which terms they used to refer to behavioural strategies that resemble camouflaging; (b) whether they referred to existing literature; (c) whether they used different terms to refer to the same concept or to separate types of behaviour; and (d) how they defined the terms that they used. Our findings also question the accuracy of camouflaging measurement tools, as these tools may also be measuring other behaviours (e.g. social anxiety) that are not only experienced by autistic people. We also find that camouflaging studies have mostly focused on autistic females with no accompanying cognitive or language difficulties, and who have received their diagnosis in adulthood. Although camouflaging may contribute to the underdiagnosis of some autistic females, most autistic people are male and are diagnosed during early childhood, and a large number of autistic people do experience those other difficulties. Because of this, it is not clear whether the findings of previous camouflaging studies can apply to all autistic people. We provide some suggestions for how researchers might resolve some of these issues in their future studies, and we consider what the findings mean for clinicians who work with autistic people. En ligne : https://dx.doi.org/10.1177/13623613261420085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Camouflaging and autism: Conceptualisation and methodological issues [texte imprimé] / Wayne M. ARNOLD, Auteur ; Vicki BITSIKA, Auteur ; Christopher F. SHARPLEY, Auteur . - p.1131-1146. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1131-1146 Mots-clés : autism  camouflaging  conceptualisation  masking  measurement  validity Index. décimale : PER Périodiques Résumé : It has been suggested that there is poor clarity of the ‘camouflaging’ concept in autism research, and potential confounding of its measurement tools, such as the Camouflaging Autistic Traits Questionnaire (CAT-Q). A critical review of 389 studies was conducted to investigate these potential conceptual and methodological issues. The findings question whether the same construct has been investigated across studies, as there is inconsistency in: (a) which terms are used; (b) reference made to established conceptual literature; (c) how terms are used (e.g. interchangeably or distinctly); and (d) how terms are defined. Although the CAT-Q has excellent reliability, there is mixed support for its validity, which is evidenced by its confounding by other constructs (e.g. social anxiety) and its limited autism-specificity. The validity of informant discrepancy measures of camouflaging is also questioned due to insufficient reference to established methodology. Finally, the generalisability of camouflaging to the overall autistic population is unclear due to: (a) overrepresentation of autistic females diagnosed during adulthood; and (b) underrepresentation of autistic people with co-occurring intellectual or language difficulties, and those with greater support needs. These issues are considered both in terms of their clinical relevance and how future research might resolve them.Lay Abstract Many autistic people have reported using ‘camouflaging’ strategies to adapt or cope within the non-autistic social world and avoid being negatively judged by other people. However, many terms have been used synonymously with camouflaging, such as masking, compensation and impression management. Due to this confusion about which terms to use, there is some suggestion that there is poor clarity and understanding of the camouflaging concept, and that this may contribute to inaccuracy of the tools used to measure this behaviour. We review 389 previous studies to examine these concerns. Our findings confirm this lack of clarity by showing that studies are inconsistent in: (a) which terms they used to refer to behavioural strategies that resemble camouflaging; (b) whether they referred to existing literature; (c) whether they used different terms to refer to the same concept or to separate types of behaviour; and (d) how they defined the terms that they used. Our findings also question the accuracy of camouflaging measurement tools, as these tools may also be measuring other behaviours (e.g. social anxiety) that are not only experienced by autistic people. We also find that camouflaging studies have mostly focused on autistic females with no accompanying cognitive or language difficulties, and who have received their diagnosis in adulthood. Although camouflaging may contribute to the underdiagnosis of some autistic females, most autistic people are male and are diagnosed during early childhood, and a large number of autistic people do experience those other difficulties. Because of this, it is not clear whether the findings of previous camouflaging studies can apply to all autistic people. We provide some suggestions for how researchers might resolve some of these issues in their future studies, and we consider what the findings mean for clinicians who work with autistic people. En ligne : https://dx.doi.org/10.1177/13623613261420085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

A qualitative evaluation of cognitive-behavioural therapy components for social anxiety in autistic adults: Lived experiences from a modified group program / Bruna B. ROISENBERG in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1147-1164 Titre : A qualitative evaluation of cognitive-behavioural therapy components for social anxiety in autistic adults: Lived experiences from a modified group program Type de document : texte imprimé Auteurs : Bruna B. ROISENBERG, Auteur ; Kelsie A. BOULTON, Auteur ; Emma E. THOMAS, Auteur ; Nina PERRY, Auteur ; Dorothy YU, Auteur ; Adam J. GUASTELLA, Auteur Article en page(s) : p.1147-1164 Langues : Anglais (eng) Mots-clés : anxiety  group therapy  mental health  psychological intervention  qualitative methodologies  treatment Index. décimale : PER Périodiques Résumé : Cognitive-behaviour therapy (CBT) is an evidence-based treatment for social anxiety. However, despite the high prevalence of social anxiety among autistic adults, much less is known about how autistic people experience each CBT component used in treatment. This qualitative study explores autistic adults’ perspectives on a modified cognitive-behaviour therapy group programme for social anxiety, focusing on the perceived effectiveness of CBT components and the identification of needed modifications. Twenty-seven participants who completed the intervention took part in semi-structured interviews. Thematic analysis identified core themes related to therapeutic impact (application of CBT group strategies) and participant experiences (suggestions for future iterations of social groups). Overall, exposure tasks were viewed as helpful in reducing anxiety, particularly when structured and predictable. Cognitive restructuring was often experienced as effective; however, its impact was sometimes limited by persistent and deeply held core beliefs and past negative experiences. Social strategies and anxiety management skills were appreciated for their structured format and educational elements, but generalizability was sometimes raised as a limitation. Participants also recommended additional adaptations, including flexibility in content delivery and modifications to the physical environment. Findings highlight overall support of cognitive-therapy components for reducing social anxiety in adults, but also benefit to tailoring CBT approaches to theneeds of autistic adults. Results from this study offer practical guidance from autistic people to enhance the acceptability and effectiveness of future CBT interventions.Lay abstract Many autistic adults experience social anxiety, making everyday interactions feel stressful or overwhelming. To help with this, clinical researchers developed a group therapy programme based on cognitive-behaviour therapy adapted for autistic adults. While cognitive-behaviour therapy is commonly used to treat anxiety, there has been relatively little research into how autistic people experience group-based versions of this therapy. This study aimed to understand how participants felt about the programme and how it could be improved. The intervention included eight group sessions where participants learned about social anxiety and autism, social strategies and took part in guided activities to build confidence. The programme encouraged a supportive environment where autistic individuals could safely try out new ways of connecting with others without feeling pressure to hide who they are. To understand how helpful the programme was, researchers interviewed participants about their experiences. Many said the programme helped them feel more confident and less anxious in social situations. For example, they found role-playing in a safe group setting especially useful. Participants also appreciated that the therapy was adapted to suit their needs. However, the study also highlighted some areas for improvement. Some participants found parts of the programme challenging, especially unstructured activities or settings. Others suggested the programme could be more flexible, offer clearer instructions or be better prepared for people who had past negative experiences with therapy. These early findings suggest that cognitive-behaviour therapy can be effective when thoughtfully adapted for autistic adults. This work helps lay the foundation for more inclusive, autism-informed mental health services that support social confidence in a way that feels safe and empowering. En ligne : https://dx.doi.org/10.1177/13623613261424830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] A qualitative evaluation of cognitive-behavioural therapy components for social anxiety in autistic adults: Lived experiences from a modified group program [texte imprimé] / Bruna B. ROISENBERG, Auteur ; Kelsie A. BOULTON, Auteur ; Emma E. THOMAS, Auteur ; Nina PERRY, Auteur ; Dorothy YU, Auteur ; Adam J. GUASTELLA, Auteur . - p.1147-1164. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1147-1164 Mots-clés : anxiety  group therapy  mental health  psychological intervention  qualitative methodologies  treatment Index. décimale : PER Périodiques Résumé : Cognitive-behaviour therapy (CBT) is an evidence-based treatment for social anxiety. However, despite the high prevalence of social anxiety among autistic adults, much less is known about how autistic people experience each CBT component used in treatment. This qualitative study explores autistic adults’ perspectives on a modified cognitive-behaviour therapy group programme for social anxiety, focusing on the perceived effectiveness of CBT components and the identification of needed modifications. Twenty-seven participants who completed the intervention took part in semi-structured interviews. Thematic analysis identified core themes related to therapeutic impact (application of CBT group strategies) and participant experiences (suggestions for future iterations of social groups). Overall, exposure tasks were viewed as helpful in reducing anxiety, particularly when structured and predictable. Cognitive restructuring was often experienced as effective; however, its impact was sometimes limited by persistent and deeply held core beliefs and past negative experiences. Social strategies and anxiety management skills were appreciated for their structured format and educational elements, but generalizability was sometimes raised as a limitation. Participants also recommended additional adaptations, including flexibility in content delivery and modifications to the physical environment. Findings highlight overall support of cognitive-therapy components for reducing social anxiety in adults, but also benefit to tailoring CBT approaches to theneeds of autistic adults. Results from this study offer practical guidance from autistic people to enhance the acceptability and effectiveness of future CBT interventions.Lay abstract Many autistic adults experience social anxiety, making everyday interactions feel stressful or overwhelming. To help with this, clinical researchers developed a group therapy programme based on cognitive-behaviour therapy adapted for autistic adults. While cognitive-behaviour therapy is commonly used to treat anxiety, there has been relatively little research into how autistic people experience group-based versions of this therapy. This study aimed to understand how participants felt about the programme and how it could be improved. The intervention included eight group sessions where participants learned about social anxiety and autism, social strategies and took part in guided activities to build confidence. The programme encouraged a supportive environment where autistic individuals could safely try out new ways of connecting with others without feeling pressure to hide who they are. To understand how helpful the programme was, researchers interviewed participants about their experiences. Many said the programme helped them feel more confident and less anxious in social situations. For example, they found role-playing in a safe group setting especially useful. Participants also appreciated that the therapy was adapted to suit their needs. However, the study also highlighted some areas for improvement. Some participants found parts of the programme challenging, especially unstructured activities or settings. Others suggested the programme could be more flexible, offer clearer instructions or be better prepared for people who had past negative experiences with therapy. These early findings suggest that cognitive-behaviour therapy can be effective when thoughtfully adapted for autistic adults. This work helps lay the foundation for more inclusive, autism-informed mental health services that support social confidence in a way that feels safe and empowering. En ligne : https://dx.doi.org/10.1177/13623613261424830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Through the long dark night: A phenomenological exploration of treatment-seeking experiences for autism in resource-limited settings / Xiaoqing WANG in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1165-1175 Titre : Through the long dark night: A phenomenological exploration of treatment-seeking experiences for autism in resource-limited settings Type de document : texte imprimé Auteurs : Xiaoqing WANG, Auteur ; Kai YU, Auteur ; Siyan LIU, Auteur ; Chunguang LIANG, Auteur ; Zhuo WANG, Auteur Article en page(s) : p.1165-1175 Langues : Anglais (eng) Mots-clés : autism  qualitative research  resource-limited settings  treatment-seeking Index. décimale : PER Périodiques Résumé : Autism care in resource-limited regions faces systemic delays and fragmented services, yet the treatment-seeking experiences of families remain poorly understood. This study aimed to explore the experience of treatment-seeking for families with autistic children in resource-limited settings. A phenomenological study was conducted across three resource-limited regions. Semi-structured interviews with 44 caregivers were analyzed using Colaizzi’s framework and qualitative analysis software (NVivo 12). Data analysis identified eight subthemes falling into three macrothemes: (1) Socio-cognitive barriers in symptom recognition; (2) Structural vulnerabilities in care access; (3) Transformative adaptation pathways. The treatment-seeking journeys of families with autistic children in resource-limited settings are shaped by culturally rooted symptom misinterpretations, structural inequities, and adaptive resilience through redefined success metrics. These intersecting challenges trap families in cycles of delayed care and financial strain. Integrated community-based early screening, subsidized tiered services, and long-term care policies are urgently needed to alleviate familial strain and bridge systemic care gaps.Lay Abstract This study explores the experiences of families seeking autism care in areas with limited resources. Through interviews with 44 caregivers across three regions in China, we found that misunderstandings about early autism symptoms, combined with limited access to specialized services, often lead to delayed diagnosis and high financial costs. Families also face emotional challenges and social stigma. Over time, many develop resilience by adjusting their expectations and finding support within their communities. The study highlights an urgent need for earlier community-based screening, affordable interventions, and stronger long-term support policies to better assist autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613261426648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Through the long dark night: A phenomenological exploration of treatment-seeking experiences for autism in resource-limited settings [texte imprimé] / Xiaoqing WANG, Auteur ; Kai YU, Auteur ; Siyan LIU, Auteur ; Chunguang LIANG, Auteur ; Zhuo WANG, Auteur . - p.1165-1175. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1165-1175 Mots-clés : autism  qualitative research  resource-limited settings  treatment-seeking Index. décimale : PER Périodiques Résumé : Autism care in resource-limited regions faces systemic delays and fragmented services, yet the treatment-seeking experiences of families remain poorly understood. This study aimed to explore the experience of treatment-seeking for families with autistic children in resource-limited settings. A phenomenological study was conducted across three resource-limited regions. Semi-structured interviews with 44 caregivers were analyzed using Colaizzi’s framework and qualitative analysis software (NVivo 12). Data analysis identified eight subthemes falling into three macrothemes: (1) Socio-cognitive barriers in symptom recognition; (2) Structural vulnerabilities in care access; (3) Transformative adaptation pathways. The treatment-seeking journeys of families with autistic children in resource-limited settings are shaped by culturally rooted symptom misinterpretations, structural inequities, and adaptive resilience through redefined success metrics. These intersecting challenges trap families in cycles of delayed care and financial strain. Integrated community-based early screening, subsidized tiered services, and long-term care policies are urgently needed to alleviate familial strain and bridge systemic care gaps.Lay Abstract This study explores the experiences of families seeking autism care in areas with limited resources. Through interviews with 44 caregivers across three regions in China, we found that misunderstandings about early autism symptoms, combined with limited access to specialized services, often lead to delayed diagnosis and high financial costs. Families also face emotional challenges and social stigma. Over time, many develop resilience by adjusting their expectations and finding support within their communities. The study highlights an urgent need for earlier community-based screening, affordable interventions, and stronger long-term support policies to better assist autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613261426648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Good intentions are not enough: Autistic perspectives on structural ableism within the walls of our classrooms / Nicole NADWODNY in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1176-1190 Titre : Good intentions are not enough: Autistic perspectives on structural ableism within the walls of our classrooms Type de document : texte imprimé Auteurs : Nicole NADWODNY, Auteur ; Ben VANHOOK, Auteur ; Brady ESHAM, Auteur ; Luna N. LARSEN, Auteur ; Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur Article en page(s) : p.1176-1190 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  education services  policy  qualitative research  school-age children  self-advocacy Index. décimale : PER Périodiques Résumé : This study aimed to examine how structural ableism affects autistic learners by collecting first-person perspectives of current and former autistic students about how their school experiences shaped their ability to self-advocate. In addition, the study aimed to further highlight autistic perspectives by incorporating a community-participatory research design, which consisted of a primarily autistic research team. Participants consisted of 19 autistic adolescents and adults who represented a wide array of intersectional sociodemographic identities. Participants were engaged in a 90-min semi-structured interview to discuss their school experiences. Interviews were analyzed qualitatively and inductively through a critical constructivist approach to grounded theory. Data analysis highlighted many structural barriers to autistic self-advocacy for our participants. These barriers were described within six distinct domains which emerged as themes in our analysis: erasure, conformity, isolation, oppression, hidden expectations, and authority. This qualitative, community-participatory research study exposes the degree to which systems-level ableism exists within US K–12 systems. Specifically, our participants emphasized ableism that went beyond the individual or interpersonal level. We conclude with a series of recommendations on how to combat these manifestations of ableism in schools.Lay summary The goal of this study was to ask current and former autistic students about their school experiences and self-advocacy. Self-advocacy means being able to ask for what you need and to make your own choices. Nineteen autistic students were interviewed about self-advocacy at school. These autistic students told the research team that schools often made it hard for them to self-advocate. They also told the research team that schools were ableist, meaning that they did not respect the rights of disabled people. This study is important because it shows ways in which schools do not support autistic people and recommends ways for schools to treat autistic people better. This study is also important because the research team was mostly autistic. The expertise of autistic researchers on our team helped us create research that highlights autistic people’s voices. En ligne : https://dx.doi.org/10.1177/13623613261426691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Good intentions are not enough: Autistic perspectives on structural ableism within the walls of our classrooms [texte imprimé] / Nicole NADWODNY, Auteur ; Ben VANHOOK, Auteur ; Brady ESHAM, Auteur ; Luna N. LARSEN, Auteur ; Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur . - p.1176-1190. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1176-1190 Mots-clés : autism spectrum disorders  education services  policy  qualitative research  school-age children  self-advocacy Index. décimale : PER Périodiques Résumé : This study aimed to examine how structural ableism affects autistic learners by collecting first-person perspectives of current and former autistic students about how their school experiences shaped their ability to self-advocate. In addition, the study aimed to further highlight autistic perspectives by incorporating a community-participatory research design, which consisted of a primarily autistic research team. Participants consisted of 19 autistic adolescents and adults who represented a wide array of intersectional sociodemographic identities. Participants were engaged in a 90-min semi-structured interview to discuss their school experiences. Interviews were analyzed qualitatively and inductively through a critical constructivist approach to grounded theory. Data analysis highlighted many structural barriers to autistic self-advocacy for our participants. These barriers were described within six distinct domains which emerged as themes in our analysis: erasure, conformity, isolation, oppression, hidden expectations, and authority. This qualitative, community-participatory research study exposes the degree to which systems-level ableism exists within US K–12 systems. Specifically, our participants emphasized ableism that went beyond the individual or interpersonal level. We conclude with a series of recommendations on how to combat these manifestations of ableism in schools.Lay summary The goal of this study was to ask current and former autistic students about their school experiences and self-advocacy. Self-advocacy means being able to ask for what you need and to make your own choices. Nineteen autistic students were interviewed about self-advocacy at school. These autistic students told the research team that schools often made it hard for them to self-advocate. They also told the research team that schools were ableist, meaning that they did not respect the rights of disabled people. This study is important because it shows ways in which schools do not support autistic people and recommends ways for schools to treat autistic people better. This study is also important because the research team was mostly autistic. The expertise of autistic researchers on our team helped us create research that highlights autistic people’s voices. En ligne : https://dx.doi.org/10.1177/13623613261426691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Maternal And Paternal Differences in Parental Stress and Children’s Autistic Features Among Parents of Preschool Autistic Children / James Rufus JOHN in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1191-1205 Titre : Maternal And Paternal Differences in Parental Stress and Children’s Autistic Features Among Parents of Preschool Autistic Children Type de document : texte imprimé Auteurs : James Rufus JOHN, Auteur ; Anna CHUA, Auteur ; Valsamma EAPEN, Auteur Article en page(s) : p.1191-1205 Langues : Anglais (eng) Mots-clés : autism  CALD  child behaviour  gender differences  parental stress  quality of life Index. décimale : PER Périodiques Résumé : Parents of autistic children experience varying levels of stress, with only few studies examining gender-specific differences and their determinants. This study examined the sociodemographic and clinical factors associated with stress among mothers and fathers of preschool-aged autistic children in Australia. Data were analysed from 516 parents of preschool-aged autistic children enrolled in six Autism Specific Early Learning and Care Centres. Multilevel regression models assessed associations between maternal and paternal stress and sociodemographic factors, parental quality of life, and child’s clinical characteristics, while adjusting for key covariates, and accounting for clustering of parent responses within children. Among the sample, 465 mothers and 216 fathers completed the Parental Stress Index–Fourth Edition–Short Form questionnaire, representing 516 unique children, with some children having responses from both parents. Findings showed that culturally and linguistically diverse status was protective against stress for both parents, but higher level of education was protective only against maternal stress. Maternal stress was influenced by a broad range of child’s autistic traits, including behavioural differences, social communication, repetitive behaviours and adaptive functioning, whereas paternal stress was only associated with behavioural differences. These findings highlight gender-specific factors affecting stress and reinforce the need for tailored supports for families of autistic preschool children.Lay Abstract Many parents of autistic children experience high levels of stress. While mothers and fathers may face these challenges differently, only a few studies have explored gender-specific differences in parental stress. This study looked at the factors linked to stress in both mothers and fathers of preschool-aged autistic children in Australia. We analysed data from 516 parents whose children were enrolled in six Autism Specific Early Learning and Care Centres nationwide in Australia. Mothers reported higher overall stress than fathers. Parents from a culturally and linguistically diverse background or those who had higher education levels tended to report lower stress. On the other hand, greater child behavioural difficulties, challenges in social communication and poorer parental quality of life were linked to higher stress levels. These findings highlight the need for tailored, culturally sensitive supports for families, especially during the early years when children are starting intervention and parents are adapting to new caregiving demands. En ligne : https://dx.doi.org/10.1177/13623613261427131 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Maternal And Paternal Differences in Parental Stress and Children’s Autistic Features Among Parents of Preschool Autistic Children [texte imprimé] / James Rufus JOHN, Auteur ; Anna CHUA, Auteur ; Valsamma EAPEN, Auteur . - p.1191-1205. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1191-1205 Mots-clés : autism  CALD  child behaviour  gender differences  parental stress  quality of life Index. décimale : PER Périodiques Résumé : Parents of autistic children experience varying levels of stress, with only few studies examining gender-specific differences and their determinants. This study examined the sociodemographic and clinical factors associated with stress among mothers and fathers of preschool-aged autistic children in Australia. Data were analysed from 516 parents of preschool-aged autistic children enrolled in six Autism Specific Early Learning and Care Centres. Multilevel regression models assessed associations between maternal and paternal stress and sociodemographic factors, parental quality of life, and child’s clinical characteristics, while adjusting for key covariates, and accounting for clustering of parent responses within children. Among the sample, 465 mothers and 216 fathers completed the Parental Stress Index–Fourth Edition–Short Form questionnaire, representing 516 unique children, with some children having responses from both parents. Findings showed that culturally and linguistically diverse status was protective against stress for both parents, but higher level of education was protective only against maternal stress. Maternal stress was influenced by a broad range of child’s autistic traits, including behavioural differences, social communication, repetitive behaviours and adaptive functioning, whereas paternal stress was only associated with behavioural differences. These findings highlight gender-specific factors affecting stress and reinforce the need for tailored supports for families of autistic preschool children.Lay Abstract Many parents of autistic children experience high levels of stress. While mothers and fathers may face these challenges differently, only a few studies have explored gender-specific differences in parental stress. This study looked at the factors linked to stress in both mothers and fathers of preschool-aged autistic children in Australia. We analysed data from 516 parents whose children were enrolled in six Autism Specific Early Learning and Care Centres nationwide in Australia. Mothers reported higher overall stress than fathers. Parents from a culturally and linguistically diverse background or those who had higher education levels tended to report lower stress. On the other hand, greater child behavioural difficulties, challenges in social communication and poorer parental quality of life were linked to higher stress levels. These findings highlight the need for tailored, culturally sensitive supports for families, especially during the early years when children are starting intervention and parents are adapting to new caregiving demands. En ligne : https://dx.doi.org/10.1177/13623613261427131 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review / Emilie EDWARDS in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1206-1221 Titre : The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review Type de document : texte imprimé Auteurs : Emilie EDWARDS, Auteur ; Nicolette PORTER, Auteur ; Ruby HANDLEY-STONE, Auteur ; Helen HINGLEY-JONES, Auteur ; Gemma REYNOLDS, Auteur Article en page(s) : p.1206-1221 Langues : Anglais (eng) Mots-clés : autistic  clinical practice  healthcare students  lived experience Index. décimale : PER Périodiques Résumé : Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O’Malley’s framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area.Lay Abstract This study explores what it is like to be an autistic student training in healthcare, particularly during clinical placements. While we know autistic people are entering higher education and healthcare professions, there is still very little research about their specific experiences in clinical learning environments. These placements are a key part of training for careers like nursing, midwifery and medicine, but they can be especially challenging for autistic students. To better understand this, a scoping review was carried out. This means the researcher searched for and reviewed existing studies and articles on the topic. Only six relevant articles were found, all written in the UK, and were based on personal experiences shared by autistic students themselves. The review grouped findings into four main areas: the unique strengths and challenges of autistic students, the impact of sensory environments, the difficulties around disclosing an autism diagnosis and the importance of feeling included and supported. The findings show that while autistic students bring valuable qualities to healthcare, like empathy and attention to detail, they often face barriers such as sensory overload, stigma and a lack of tailored support. Many students feel they must mask their autism to fit in, which can affect their mental health and sense of belonging. This study highlights the urgent need for more inclusive and supportive clinical learning environments. It calls for better training for educators and supervisors, more awareness of autism and practical changes to help autistic students thrive. More research is needed to fully understand and support this group of students. En ligne : https://dx.doi.org/10.1177/13623613261427125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review [texte imprimé] / Emilie EDWARDS, Auteur ; Nicolette PORTER, Auteur ; Ruby HANDLEY-STONE, Auteur ; Helen HINGLEY-JONES, Auteur ; Gemma REYNOLDS, Auteur . - p.1206-1221. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1206-1221 Mots-clés : autistic  clinical practice  healthcare students  lived experience Index. décimale : PER Périodiques Résumé : Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O’Malley’s framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area.Lay Abstract This study explores what it is like to be an autistic student training in healthcare, particularly during clinical placements. While we know autistic people are entering higher education and healthcare professions, there is still very little research about their specific experiences in clinical learning environments. These placements are a key part of training for careers like nursing, midwifery and medicine, but they can be especially challenging for autistic students. To better understand this, a scoping review was carried out. This means the researcher searched for and reviewed existing studies and articles on the topic. Only six relevant articles were found, all written in the UK, and were based on personal experiences shared by autistic students themselves. The review grouped findings into four main areas: the unique strengths and challenges of autistic students, the impact of sensory environments, the difficulties around disclosing an autism diagnosis and the importance of feeling included and supported. The findings show that while autistic students bring valuable qualities to healthcare, like empathy and attention to detail, they often face barriers such as sensory overload, stigma and a lack of tailored support. Many students feel they must mask their autism to fit in, which can affect their mental health and sense of belonging. This study highlights the urgent need for more inclusive and supportive clinical learning environments. It calls for better training for educators and supervisors, more awareness of autism and practical changes to help autistic students thrive. More research is needed to fully understand and support this group of students. En ligne : https://dx.doi.org/10.1177/13623613261427125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Growing-up autistic: Sharing autistic children’s experiences and insights / Sinéad L. MULLALLY in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1222-1241 Titre : Growing-up autistic: Sharing autistic children’s experiences and insights Type de document : texte imprimé Auteurs : Sinéad L. MULLALLY, Auteur ; Alice E. WOOD, Auteur ; Cherice C. EDWARDS, Auteur ; Sophie E. CONNOLLY, Auteur ; Hannah CONSTABLE, Auteur ; Stuart WATSON, Auteur ; Jacqui RODGERS, Auteur ; Kieran ROSE, Auteur ; Nic KING, Auteur Article en page(s) : p.1222-1241 Langues : Anglais (eng) Mots-clés : autism  autistic belonging  autistic identity  child voice  friends  home  safety  school  school-age children  sensory differences Index. décimale : PER Périodiques Résumé : There is a critical lack of exploration into the firsthand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. A total of 136 autistic children (mean age = 10.35) completed an online questionnaire. Questions explored children’s understanding of autism, their feelings about being autistic in different contexts and challenges experienced. Quantitative data revealed limited autism knowledge and understanding for some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) overwhelming experiences, (2) unsafe people, (3) sanctuary and (4) autistic identity. Overall, the children felt safest at home with family and/or with autistic/neurodivergent/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimisation was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.Lay abstract Autistic children are rarely asked directly about their own experiences. In this study, 136 autistic children (ages 8–14) shared their views through an online questionnaire. They were asked what being autistic means to them, how they feel about it and what challenges they face in different environments. Many said they knew little about autism, and most did not have the words to talk about being autistic or feel safe doing so. Talking was especially difficult outside the family; while over 60% felt comfortable with family, only 16.5% felt this way with other people. Children also told us how overwhelming everyday life can be. Noisy, crowded or unpredictable environments often caused distress or shutdown. Many described how strong emotions, especially anxiety, build up in these moments. Some lost the ability to speak, and tasks like decision-making or emotional regulation became especially hard and exhausting. School was often named as a major source of overwhelm. Children showed deep insight into the people around them. They were highly attuned to whether others, for example, friends, family, teachers or professionals, felt safe or unsafe. Feeling unsafe often meant being misunderstood, ignored or bullied. School peers were commonly described as sources of victimisation, and teachers as making children feel unsafe by not listening or misunderstanding their needs. When children did not trust those around them, they masked their autistic traits to avoid judgement. This came at a cost: many described exhaustion, loneliness or feeling like they had to hide who they really are. By contrast, home and trusted relationships, especially with neurodivergent family or friends, offered sanctuary. Children felt freer to be themselves, ask for what they need and talk about autism. Emergent positive autistic identities were evident in some children. These findings show autistic children are thoughtful, perceptive and deeply affected by their environments while simultaneously shining a bright light on the challenges growing up autistic in a neurotypical world. Their voices offer vital insights and a call to make schools and services safer, more respectful spaces. En ligne : https://dx.doi.org/10.1177/13623613261427795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Growing-up autistic: Sharing autistic children’s experiences and insights [texte imprimé] / Sinéad L. MULLALLY, Auteur ; Alice E. WOOD, Auteur ; Cherice C. EDWARDS, Auteur ; Sophie E. CONNOLLY, Auteur ; Hannah CONSTABLE, Auteur ; Stuart WATSON, Auteur ; Jacqui RODGERS, Auteur ; Kieran ROSE, Auteur ; Nic KING, Auteur . - p.1222-1241. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1222-1241 Mots-clés : autism  autistic belonging  autistic identity  child voice  friends  home  safety  school  school-age children  sensory differences Index. décimale : PER Périodiques Résumé : There is a critical lack of exploration into the firsthand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. A total of 136 autistic children (mean age = 10.35) completed an online questionnaire. Questions explored children’s understanding of autism, their feelings about being autistic in different contexts and challenges experienced. Quantitative data revealed limited autism knowledge and understanding for some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) overwhelming experiences, (2) unsafe people, (3) sanctuary and (4) autistic identity. Overall, the children felt safest at home with family and/or with autistic/neurodivergent/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimisation was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.Lay abstract Autistic children are rarely asked directly about their own experiences. In this study, 136 autistic children (ages 8–14) shared their views through an online questionnaire. They were asked what being autistic means to them, how they feel about it and what challenges they face in different environments. Many said they knew little about autism, and most did not have the words to talk about being autistic or feel safe doing so. Talking was especially difficult outside the family; while over 60% felt comfortable with family, only 16.5% felt this way with other people. Children also told us how overwhelming everyday life can be. Noisy, crowded or unpredictable environments often caused distress or shutdown. Many described how strong emotions, especially anxiety, build up in these moments. Some lost the ability to speak, and tasks like decision-making or emotional regulation became especially hard and exhausting. School was often named as a major source of overwhelm. Children showed deep insight into the people around them. They were highly attuned to whether others, for example, friends, family, teachers or professionals, felt safe or unsafe. Feeling unsafe often meant being misunderstood, ignored or bullied. School peers were commonly described as sources of victimisation, and teachers as making children feel unsafe by not listening or misunderstanding their needs. When children did not trust those around them, they masked their autistic traits to avoid judgement. This came at a cost: many described exhaustion, loneliness or feeling like they had to hide who they really are. By contrast, home and trusted relationships, especially with neurodivergent family or friends, offered sanctuary. Children felt freer to be themselves, ask for what they need and talk about autism. Emergent positive autistic identities were evident in some children. These findings show autistic children are thoughtful, perceptive and deeply affected by their environments while simultaneously shining a bright light on the challenges growing up autistic in a neurotypical world. Their voices offer vital insights and a call to make schools and services safer, more respectful spaces. En ligne : https://dx.doi.org/10.1177/13623613261427795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers / Adeline LACROIX in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1242-1262 Titre : School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers Type de document : texte imprimé Auteurs : Adeline LACROIX, Auteur ; Morgane BURNEL, Auteur ; Monica BACIU, Auteur ; Pauline OCCELLI, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur ; Marie DAVID, Auteur ; Anne EGO, Auteur Article en page(s) : p.1242-1262 Langues : Anglais (eng) Mots-clés : autism  autistic behaviors  executive functions  participation  school  SEM  sex differences  structural equation modeling Index. décimale : PER Périodiques Résumé : This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers’ attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%–58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay Abstract School participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers’ and peers’ attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys. En ligne : https://dx.doi.org/10.1177/13623613261428668 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers [texte imprimé] / Adeline LACROIX, Auteur ; Morgane BURNEL, Auteur ; Monica BACIU, Auteur ; Pauline OCCELLI, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur ; Marie DAVID, Auteur ; Anne EGO, Auteur . - p.1242-1262. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1242-1262 Mots-clés : autism  autistic behaviors  executive functions  participation  school  SEM  sex differences  structural equation modeling Index. décimale : PER Périodiques Résumé : This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers’ attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%–58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay Abstract School participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers’ and peers’ attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys. En ligne : https://dx.doi.org/10.1177/13623613261428668 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Impacts of Knowledge and Familiarity on Differences in Explicit Stigma and Implicit Biases Toward Autism Across France / Camille MAZOUFFRE in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1263-1277 Titre : Impacts of Knowledge and Familiarity on Differences in Explicit Stigma and Implicit Biases Toward Autism Across France Type de document : texte imprimé Auteurs : Camille MAZOUFFRE, Auteur ; Florian LARONZE, Auteur ; Anouck AMESTOY, Auteur ; Bernard N’KAOUA, Auteur Article en page(s) : p.1263-1277 Langues : Anglais (eng) Mots-clés : autism  familiarity  implicit biases  knowledge  social distance  stereotypes  stigma Index. décimale : PER Périodiques Résumé : Autistic people frequently experience stigma that can be expressed whether consciously or unconsciously. This study examined how familiarity with autistic people, factual knowledge about autism, sociodemographic characteristics, and cultural value orientations relate to three facets of autism stigma: desired social distance, stereotypical beliefs, and implicit bias. French adults (N = 277) completed online measures of autism knowledge, familiarity, social distance, and stereotypes, a cultural orientation scale, and an Implicit Association Test assessing automatic evaluations of autism. Results showed that familiarity and knowledge about autism were both associated with lower explicit stigma, while only familiarity was linked to a reduction in implicit prejudice. Moreover, the regression analysis has shown that the different constructs of stigma evaluated in our study (social distance, stereotype, and implicit bias) were predicted by different variables. Particularly, social distance was predicted by stronger stereotypes, male gender, and more individualistic values, whereas stereotypes were higher among older, less-educated participants with limited knowledge, less familiarity, and greater social distance. Implicit bias was higher among men, participants endorsing vertical collectivism, and those with lower levels of intimate familiarity. These results were discussed within the framework of multidimensional approaches to assessing and reducing stigmatization in a French sociocultural context.Lay Abstract Autistic people often face stigma, which means they may be judged or treated unfairly by others. This stigma can appear in different ways, such as wanting to keep distance from autistic people, holding negative beliefs about them, or having automatic negative reactions without being aware of it (unconscious). This study explored which factors are linked to these different forms of stigma in adults living in France. We focused on how much people know about autism, whether they have personal experience with autistic people, as well as personal and cultural values, and how all these factors influence stigma. The results show that people who know more about autism and who have more contact with autistic people tend to express fewer negative beliefs and are more comfortable interacting with them. However, only close personal contact was linked to fewer automatic negative reactions. The study also shows that different forms of stigma are influenced by different factors such as male gender and less-educated people, meaning stigma is not a single, simple issue. These findings suggest that reducing stigma requires sharing knowledge about autism, but other factors must be taken into account. Encouraging meaningful and positive contact with autistic people, while also taking cultural and social factors into account, may be important for improving attitudes and inclusion in everyday life. En ligne : https://dx.doi.org/10.1177/13623613261427571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Impacts of Knowledge and Familiarity on Differences in Explicit Stigma and Implicit Biases Toward Autism Across France [texte imprimé] / Camille MAZOUFFRE, Auteur ; Florian LARONZE, Auteur ; Anouck AMESTOY, Auteur ; Bernard N’KAOUA, Auteur . - p.1263-1277. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1263-1277 Mots-clés : autism  familiarity  implicit biases  knowledge  social distance  stereotypes  stigma Index. décimale : PER Périodiques Résumé : Autistic people frequently experience stigma that can be expressed whether consciously or unconsciously. This study examined how familiarity with autistic people, factual knowledge about autism, sociodemographic characteristics, and cultural value orientations relate to three facets of autism stigma: desired social distance, stereotypical beliefs, and implicit bias. French adults (N = 277) completed online measures of autism knowledge, familiarity, social distance, and stereotypes, a cultural orientation scale, and an Implicit Association Test assessing automatic evaluations of autism. Results showed that familiarity and knowledge about autism were both associated with lower explicit stigma, while only familiarity was linked to a reduction in implicit prejudice. Moreover, the regression analysis has shown that the different constructs of stigma evaluated in our study (social distance, stereotype, and implicit bias) were predicted by different variables. Particularly, social distance was predicted by stronger stereotypes, male gender, and more individualistic values, whereas stereotypes were higher among older, less-educated participants with limited knowledge, less familiarity, and greater social distance. Implicit bias was higher among men, participants endorsing vertical collectivism, and those with lower levels of intimate familiarity. These results were discussed within the framework of multidimensional approaches to assessing and reducing stigmatization in a French sociocultural context.Lay Abstract Autistic people often face stigma, which means they may be judged or treated unfairly by others. This stigma can appear in different ways, such as wanting to keep distance from autistic people, holding negative beliefs about them, or having automatic negative reactions without being aware of it (unconscious). This study explored which factors are linked to these different forms of stigma in adults living in France. We focused on how much people know about autism, whether they have personal experience with autistic people, as well as personal and cultural values, and how all these factors influence stigma. The results show that people who know more about autism and who have more contact with autistic people tend to express fewer negative beliefs and are more comfortable interacting with them. However, only close personal contact was linked to fewer automatic negative reactions. The study also shows that different forms of stigma are influenced by different factors such as male gender and less-educated people, meaning stigma is not a single, simple issue. These findings suggest that reducing stigma requires sharing knowledge about autism, but other factors must be taken into account. Encouraging meaningful and positive contact with autistic people, while also taking cultural and social factors into account, may be important for improving attitudes and inclusion in everyday life. En ligne : https://dx.doi.org/10.1177/13623613261427571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Predictors of Parent Engagement in Part C Early Intervention for Autism: The Role of Single Parenthood and Initial Motivation / Hannah TOKISH in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1278-1291 Titre : Predictors of Parent Engagement in Part C Early Intervention for Autism: The Role of Single Parenthood and Initial Motivation Type de document : texte imprimé Auteurs : Hannah TOKISH, Auteur ; Brooke INGERSOLL, Auteur ; null NULL, Auteur Article en page(s) : p.1278-1291 Langues : Anglais (eng) Mots-clés : ASD  autism  early intervention  parent engagement  social communication Index. décimale : PER Périodiques Résumé : Parent engagement in early intervention supports child progress but is variable in community settings and understudied in autism populations. Prior studies have examined attendance and homework completion rather than parent participation engagement—active, independent, and responsive contribution to treatment—and it is unclear how these distinct engagement measures are related. This study examined how observationally-coded parent participation engagement during early intervention sessions, between-session practice, and attendance were interrelated in addition to the influence of sociodemographic (marital status, minoritized racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) on engagement. The sample included 164 parents of toddlers (16–34 months) with an autism diagnosis or early autism indicators (i.e. social communication delays) receiving services through the publicly funded Part C Early Intervention system in the United States, which serves children under 36 months with developmental delays and disabilities. Observed parent participation engagement, parent-reported between-session practice, and attendance were not significantly correlated. Only marital status significantly predicted observed parent participation engagement, such that single parents exhibited lower parent participation engagement. Low motivation predicted lower parent-reported between-session practice. No parent characteristics predicted session attendance. Results suggest that early intervention providers should consider multiple aspects of parent engagement that are influenced by different parent characteristics when assessing and promoting engagement to support child progress.Lay Abstract Parent engagement in early intervention for autism supports child progress but often varies in the community. Most research studies of parents’ engagement in intervention have examined attendance and homework completion rather than active and independent contribution to treatment during intervention sessions (e.g. participating in practice activities, sharing perspectives about at-home practice). In addition, little research has examined parent engagement in early intervention for autism, which may be higher compared to broader child psychotherapy since parents typically report high satisfaction with early intervention. To address these gaps, we examined how active engagement observed and scored by trained researchers in video-recorded early intervention sessions, parent report of how often they practice intervention strategies at home, and session attendance were related to each other. We also examined how parents’ personal (marital status, racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) influenced their active engagement, at-home practice, and attendance. Our sample included 164 parents of toddlers with an autism diagnosis or showing early signs of autism participating in the United States publicly funded early intervention system. We found that active engagement, at-home practice, and attendance were not related. While most parent characteristics did not influence active engagement, single parents showed lower engagement during intervention sessions. In addition, parents who reported lower motivation to change their parenting behavior reported less at-home practice. No parent characteristics influenced their session attendance. Our results suggest that active engagement, at-home practice, and attendance may represent different aspects of parent engagement. To assess and increase parent engagement in community early intervention for autism, clinicians should consider multiple signs of engagement and the influence of various parent characteristics. En ligne : https://dx.doi.org/10.1177/13623613261430568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Predictors of Parent Engagement in Part C Early Intervention for Autism: The Role of Single Parenthood and Initial Motivation [texte imprimé] / Hannah TOKISH, Auteur ; Brooke INGERSOLL, Auteur ; null NULL, Auteur . - p.1278-1291. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1278-1291 Mots-clés : ASD  autism  early intervention  parent engagement  social communication Index. décimale : PER Périodiques Résumé : Parent engagement in early intervention supports child progress but is variable in community settings and understudied in autism populations. Prior studies have examined attendance and homework completion rather than parent participation engagement—active, independent, and responsive contribution to treatment—and it is unclear how these distinct engagement measures are related. This study examined how observationally-coded parent participation engagement during early intervention sessions, between-session practice, and attendance were interrelated in addition to the influence of sociodemographic (marital status, minoritized racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) on engagement. The sample included 164 parents of toddlers (16–34 months) with an autism diagnosis or early autism indicators (i.e. social communication delays) receiving services through the publicly funded Part C Early Intervention system in the United States, which serves children under 36 months with developmental delays and disabilities. Observed parent participation engagement, parent-reported between-session practice, and attendance were not significantly correlated. Only marital status significantly predicted observed parent participation engagement, such that single parents exhibited lower parent participation engagement. Low motivation predicted lower parent-reported between-session practice. No parent characteristics predicted session attendance. Results suggest that early intervention providers should consider multiple aspects of parent engagement that are influenced by different parent characteristics when assessing and promoting engagement to support child progress.Lay Abstract Parent engagement in early intervention for autism supports child progress but often varies in the community. Most research studies of parents’ engagement in intervention have examined attendance and homework completion rather than active and independent contribution to treatment during intervention sessions (e.g. participating in practice activities, sharing perspectives about at-home practice). In addition, little research has examined parent engagement in early intervention for autism, which may be higher compared to broader child psychotherapy since parents typically report high satisfaction with early intervention. To address these gaps, we examined how active engagement observed and scored by trained researchers in video-recorded early intervention sessions, parent report of how often they practice intervention strategies at home, and session attendance were related to each other. We also examined how parents’ personal (marital status, racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) influenced their active engagement, at-home practice, and attendance. Our sample included 164 parents of toddlers with an autism diagnosis or showing early signs of autism participating in the United States publicly funded early intervention system. We found that active engagement, at-home practice, and attendance were not related. While most parent characteristics did not influence active engagement, single parents showed lower engagement during intervention sessions. In addition, parents who reported lower motivation to change their parenting behavior reported less at-home practice. No parent characteristics influenced their session attendance. Our results suggest that active engagement, at-home practice, and attendance may represent different aspects of parent engagement. To assess and increase parent engagement in community early intervention for autism, clinicians should consider multiple signs of engagement and the influence of various parent characteristics. En ligne : https://dx.doi.org/10.1177/13623613261430568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Overlapping And Differentiating Clinical Features of Autism and Borderline Personality Disorder in Women and People Assigned Female at Birth: A Cross-Sectional Study / Kirsten BARNICOT in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1292-1304 Titre : Overlapping And Differentiating Clinical Features of Autism and Borderline Personality Disorder in Women and People Assigned Female at Birth: A Cross-Sectional Study Type de document : texte imprimé Auteurs : Kirsten BARNICOT, Auteur ; Elissa THOMPSON, Auteur ; Sally TURNER, Auteur ; Will MANDY, Auteur ; Rose MCCABE, Auteur ; Eloise STARK, Auteur ; Jennie PARKER, Auteur Article en page(s) : p.1292-1304 Langues : Anglais (eng) Mots-clés : autism  co-occurring conditions  diagnosis  health services  mental illness  sensory profiles  social cognition  social interaction  statistical modelling Index. décimale : PER Périodiques Résumé : Previous research has suggested potential phenotypic similarities between autism and borderline personality disorder (BPD). We aimed to identify overlapping and differentiating characteristics of the two diagnostic groups in women and people assigned female at birth (PAFAB). Women and PAFAB with an autism diagnosis (n = 51) or a BPD diagnosis (n = 51), who had few or subclinical traits of the comparator diagnosis, completed a range of self-report questionnaires. Emotional reactivity, emotional dysregulation, identity disruption, difficulties being alone and rejection sensitivity were significantly more characteristic of BPD-diagnosed participants, with identity disruption representing the biggest difference from autistic participants (d = −1.36, 95% confidence interval [CI] = [−1.79, −0.92]). Autistic participants scored significantly more highly on measures of sensory processing, social cognition and behaviour, preference for sameness and repetitive motor behaviour, with sensory processing representing the biggest difference from BPD-diagnosed participants (d = 1.19, 95% CI = [0.76, 1.60]). Group differences in social cognition, social camouflaging, identity disruption, impulsivity and coping with being alone, together correctly classified 95.1% of participants (area under the curve [AUC] = 0.98). However, comparison with measure scores in previous research suggests more complex phenotypic similarities, whereby autistic individuals may show more BPD-aligned characteristics than the general population and vice versa.Lay Abstract Autism can look similar to borderline personality disorder (BPD), leading to misdiagnosis. For example, both diagnostic groups may experience difficulties in regulating their emotions. To improve diagnosis, we wanted to understand similarities and differences between autism and BPD in adult women and people assigned female at birth (PAFAB). We asked two groups of people to complete online questionnaires: (1) 51 women/PAFAB with an autism diagnosis, who do not meet diagnostic criteria for BPD and (2) 51 women/PAFAB diagnosed with and meeting diagnostic criteria for BPD, who are not autistic. The questionnaires asked participants how they experience their emotions, how they interact and relate with other people, how they experience their identity and self-concept, how they react to sensory input, for example, sounds and smells, and how they use repetitive movements, as well as their preferences for sticking to familiar ways of doing things. We found more differences than we expected between autistic people and people meeting diagnostic criteria for BPD. For example, autistic people described being more sensitive to sensory input, described ‘masking’ more during social interactions and described more challenges in understanding the social behaviour of non-autistic people, compared to people meeting diagnostic criteria for BPD. People meeting diagnostic criteria for BPD described more difficulties with emotion regulation and with their sense of self (‘knowing who I am’), were more likely to behave impulsively and found being on their own more difficult, compared to autistic people. Clinicians, and people with a BPD diagnosis who think they may be autistic, can use these findings to better understand the differences between the two diagnoses. Even though we found lots of differences, it is still likely that autistic people experience more similarities with BPD than non-autistic people do and vice versa. En ligne : https://dx.doi.org/10.1177/13623613261431309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Overlapping And Differentiating Clinical Features of Autism and Borderline Personality Disorder in Women and People Assigned Female at Birth: A Cross-Sectional Study [texte imprimé] / Kirsten BARNICOT, Auteur ; Elissa THOMPSON, Auteur ; Sally TURNER, Auteur ; Will MANDY, Auteur ; Rose MCCABE, Auteur ; Eloise STARK, Auteur ; Jennie PARKER, Auteur . - p.1292-1304. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1292-1304 Mots-clés : autism  co-occurring conditions  diagnosis  health services  mental illness  sensory profiles  social cognition  social interaction  statistical modelling Index. décimale : PER Périodiques Résumé : Previous research has suggested potential phenotypic similarities between autism and borderline personality disorder (BPD). We aimed to identify overlapping and differentiating characteristics of the two diagnostic groups in women and people assigned female at birth (PAFAB). Women and PAFAB with an autism diagnosis (n = 51) or a BPD diagnosis (n = 51), who had few or subclinical traits of the comparator diagnosis, completed a range of self-report questionnaires. Emotional reactivity, emotional dysregulation, identity disruption, difficulties being alone and rejection sensitivity were significantly more characteristic of BPD-diagnosed participants, with identity disruption representing the biggest difference from autistic participants (d = −1.36, 95% confidence interval [CI] = [−1.79, −0.92]). Autistic participants scored significantly more highly on measures of sensory processing, social cognition and behaviour, preference for sameness and repetitive motor behaviour, with sensory processing representing the biggest difference from BPD-diagnosed participants (d = 1.19, 95% CI = [0.76, 1.60]). Group differences in social cognition, social camouflaging, identity disruption, impulsivity and coping with being alone, together correctly classified 95.1% of participants (area under the curve [AUC] = 0.98). However, comparison with measure scores in previous research suggests more complex phenotypic similarities, whereby autistic individuals may show more BPD-aligned characteristics than the general population and vice versa.Lay Abstract Autism can look similar to borderline personality disorder (BPD), leading to misdiagnosis. For example, both diagnostic groups may experience difficulties in regulating their emotions. To improve diagnosis, we wanted to understand similarities and differences between autism and BPD in adult women and people assigned female at birth (PAFAB). We asked two groups of people to complete online questionnaires: (1) 51 women/PAFAB with an autism diagnosis, who do not meet diagnostic criteria for BPD and (2) 51 women/PAFAB diagnosed with and meeting diagnostic criteria for BPD, who are not autistic. The questionnaires asked participants how they experience their emotions, how they interact and relate with other people, how they experience their identity and self-concept, how they react to sensory input, for example, sounds and smells, and how they use repetitive movements, as well as their preferences for sticking to familiar ways of doing things. We found more differences than we expected between autistic people and people meeting diagnostic criteria for BPD. For example, autistic people described being more sensitive to sensory input, described ‘masking’ more during social interactions and described more challenges in understanding the social behaviour of non-autistic people, compared to people meeting diagnostic criteria for BPD. People meeting diagnostic criteria for BPD described more difficulties with emotion regulation and with their sense of self (‘knowing who I am’), were more likely to behave impulsively and found being on their own more difficult, compared to autistic people. Clinicians, and people with a BPD diagnosis who think they may be autistic, can use these findings to better understand the differences between the two diagnoses. Even though we found lots of differences, it is still likely that autistic people experience more similarities with BPD than non-autistic people do and vice versa. En ligne : https://dx.doi.org/10.1177/13623613261431309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Provision of Alternative Care for Autistic Adults: A Multi-Stakeholder Qualitative Study in China / Xi WANG in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1305-1316 Titre : Provision of Alternative Care for Autistic Adults: A Multi-Stakeholder Qualitative Study in China Type de document : texte imprimé Auteurs : Xi WANG, Auteur ; Xiaoli GUO, Auteur Article en page(s) : p.1305-1316 Langues : Anglais (eng) Mots-clés : alternative care  autistic adults  charitable expectations Index. décimale : PER Périodiques Résumé : Providing alternative care for autistic adults unable to live with their biological families remains a low priority, particularly for those requiring high support. This population often receives inadequate attention despite its significant and long-term developmental needs. Using an exploratory qualitative design with ethnographic methods, this study conducted directed content analysis on data collected through 4 months of participant observation and 36 semi-structured interviews across four Chinese cities. The findings reveal that small-group alternative care emphasizes the physical and psychological development of autistic adults. However, charitable expectations among alternative care institutions and charitable donors lag behind the actual care needs of autistic adults with high support needs, limiting resource efficiency. The “present bias” diminishes recognition of the long-term societal benefits of developmental care. In developing contexts, achieving cohesive and sustainable nursing strategies led by non-state actors is crucial. A misalignment between charitable motivations and developmental priorities creates a “care sustainability gap” that threatens the continuity and effectiveness of alternative care for autistic adults.Lay Abstract Many autistic adults in China cannot live independently, yet non-family alternative care for this group is poorly supported and understudied. This study explored alternative care for autistic adults in four Chinese cities through participant observation and semi-structured interviews with private enterprises, charitable organizations, care providers, and autistic adults’ families. We found that charitable organizations and private enterprises mostly focus on short-term, visible support (like donating daily supplies or facility equipment) for autistic adults’ care, while ignoring their long-term needs for independent living skills and social integration. Social stigma that mislabels autistic adults as mentally ill also leads to overemphasis on safety in care, limiting their growth. In addition, many alternative care institutions lack clear long-term plans, making it hard to sustain development-focused care. This study highlights a gap between donors’ expectations and autistic adults’ actual care needs. A misalignment between charitable motivations and developmental priorities creates a “care sustainability gap” that threatens the continuity and effectiveness of alternative care for autistic adults. En ligne : https://dx.doi.org/10.1177/13623613261434406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Provision of Alternative Care for Autistic Adults: A Multi-Stakeholder Qualitative Study in China [texte imprimé] / Xi WANG, Auteur ; Xiaoli GUO, Auteur . - p.1305-1316. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1305-1316 Mots-clés : alternative care  autistic adults  charitable expectations Index. décimale : PER Périodiques Résumé : Providing alternative care for autistic adults unable to live with their biological families remains a low priority, particularly for those requiring high support. This population often receives inadequate attention despite its significant and long-term developmental needs. Using an exploratory qualitative design with ethnographic methods, this study conducted directed content analysis on data collected through 4 months of participant observation and 36 semi-structured interviews across four Chinese cities. The findings reveal that small-group alternative care emphasizes the physical and psychological development of autistic adults. However, charitable expectations among alternative care institutions and charitable donors lag behind the actual care needs of autistic adults with high support needs, limiting resource efficiency. The “present bias” diminishes recognition of the long-term societal benefits of developmental care. In developing contexts, achieving cohesive and sustainable nursing strategies led by non-state actors is crucial. A misalignment between charitable motivations and developmental priorities creates a “care sustainability gap” that threatens the continuity and effectiveness of alternative care for autistic adults.Lay Abstract Many autistic adults in China cannot live independently, yet non-family alternative care for this group is poorly supported and understudied. This study explored alternative care for autistic adults in four Chinese cities through participant observation and semi-structured interviews with private enterprises, charitable organizations, care providers, and autistic adults’ families. We found that charitable organizations and private enterprises mostly focus on short-term, visible support (like donating daily supplies or facility equipment) for autistic adults’ care, while ignoring their long-term needs for independent living skills and social integration. Social stigma that mislabels autistic adults as mentally ill also leads to overemphasis on safety in care, limiting their growth. In addition, many alternative care institutions lack clear long-term plans, making it hard to sustain development-focused care. This study highlights a gap between donors’ expectations and autistic adults’ actual care needs. A misalignment between charitable motivations and developmental priorities creates a “care sustainability gap” that threatens the continuity and effectiveness of alternative care for autistic adults. En ligne : https://dx.doi.org/10.1177/13623613261434406 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Assessing Social Identity in Autistic Individuals: Evaluating A Self-Report Questionnaire in the Netherlands / Lisa J.G. KRIJNEN in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1317-1329 Titre : Assessing Social Identity in Autistic Individuals: Evaluating A Self-Report Questionnaire in the Netherlands Type de document : texte imprimé Auteurs : Lisa J.G. KRIJNEN, Auteur ; Ralph C.A. RIPPE, Auteur ; Sander BEGEER, Auteur ; Rachel D. PLAK, Auteur Article en page(s) : p.1317-1329 Langues : Anglais (eng) Mots-clés : autism  autistic identity  mental health  psychometrics  questionnaire  social identity Index. décimale : PER Périodiques Résumé : People with autism often face mental health difficulties at rates far exceeding those of the general population. How autistic individuals relate to their autism classification and the autistic community, also known as social identity, may form a protective factor for mental health. However, validated tools to assess social identity in autistic populations are lacking. This study aims to evaluate the Dutch version of the 14-item Social Identity in Autism Questionnaire (SIAQ) and examine associations between social identity and demographic, autism-related, and mental health variables. A total of 1443 autistic individuals from the Netherlands (mean age = 47 years, 54% women, 98% Dutch) completed the SIAQ and measures assessing demographics, autism characteristics, and mental health. Factor analyses revealed a four-factor structure: solidarity (three items, feelings of connection to people with autism), satisfaction (four items, positive feelings about being autistic), centrality (three items, the importance of autism to one’s sense of self), and self-definition (four items, perceived similarity to other autistic people and within the autistic community). Internal consistency was acceptable to excellent. Measurement invariance (scalar level) was found across age, gender, education level, ethnicity, and autism traits. Furthermore, the four factors of social identity were differentially related to age, gender, language preference, time since diagnosis, and autism traits. Higher satisfaction and lower centrality were related to better mental health. To conclude, the SIAQ forms a robust tool to assess social identity in autistic individuals in the Netherlands.Lay Abstract People with autism experience mental health challenges much more often than people in the general population. Understanding how autistic people relate to their autism and the autistic community – called autistic social identity – may form an important factor for mental health. However, the lack of reliable tools to measure social identity in autistic people led to this study evaluating the Dutch version of the Social Identity in Autism Questionnaire (SIAQ). Associations between social identity and demographics, autism traits, and mental health were studied. Autistic individuals from the Netherlands (n = 1443, average age = 47 years; 54% women; 98% Dutch) completed the SIAQ. The results showed that the questionnaire captures four key aspects of social identity: solidarity (feeling connected to other autistic people), satisfaction (positive feelings about being autistic), centrality (how central autism is to one’s identity), and self-definition (seeing oneself as similar to other autistic people and perceiving the autistic community as relatively similar). The questionnaire was reliable as well as suitable to use across diverse groups, including variations in age, gender, education level, ethnicity, and autism traits. Several aspects of social identity were related to gender, age, language preference, time since diagnosis, and autism traits. Importantly, higher satisfaction and lower centrality were associated with better mental health. These findings suggest that in the Netherlands, the SIAQ is a useful tool for understanding how autistic people relate to their autism and the autistic community, and how this relates to wellbeing. En ligne : https://dx.doi.org/10.1177/13623613261431269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Assessing Social Identity in Autistic Individuals: Evaluating A Self-Report Questionnaire in the Netherlands [texte imprimé] / Lisa J.G. KRIJNEN, Auteur ; Ralph C.A. RIPPE, Auteur ; Sander BEGEER, Auteur ; Rachel D. PLAK, Auteur . - p.1317-1329. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1317-1329 Mots-clés : autism  autistic identity  mental health  psychometrics  questionnaire  social identity Index. décimale : PER Périodiques Résumé : People with autism often face mental health difficulties at rates far exceeding those of the general population. How autistic individuals relate to their autism classification and the autistic community, also known as social identity, may form a protective factor for mental health. However, validated tools to assess social identity in autistic populations are lacking. This study aims to evaluate the Dutch version of the 14-item Social Identity in Autism Questionnaire (SIAQ) and examine associations between social identity and demographic, autism-related, and mental health variables. A total of 1443 autistic individuals from the Netherlands (mean age = 47 years, 54% women, 98% Dutch) completed the SIAQ and measures assessing demographics, autism characteristics, and mental health. Factor analyses revealed a four-factor structure: solidarity (three items, feelings of connection to people with autism), satisfaction (four items, positive feelings about being autistic), centrality (three items, the importance of autism to one’s sense of self), and self-definition (four items, perceived similarity to other autistic people and within the autistic community). Internal consistency was acceptable to excellent. Measurement invariance (scalar level) was found across age, gender, education level, ethnicity, and autism traits. Furthermore, the four factors of social identity were differentially related to age, gender, language preference, time since diagnosis, and autism traits. Higher satisfaction and lower centrality were related to better mental health. To conclude, the SIAQ forms a robust tool to assess social identity in autistic individuals in the Netherlands.Lay Abstract People with autism experience mental health challenges much more often than people in the general population. Understanding how autistic people relate to their autism and the autistic community – called autistic social identity – may form an important factor for mental health. However, the lack of reliable tools to measure social identity in autistic people led to this study evaluating the Dutch version of the Social Identity in Autism Questionnaire (SIAQ). Associations between social identity and demographics, autism traits, and mental health were studied. Autistic individuals from the Netherlands (n = 1443, average age = 47 years; 54% women; 98% Dutch) completed the SIAQ. The results showed that the questionnaire captures four key aspects of social identity: solidarity (feeling connected to other autistic people), satisfaction (positive feelings about being autistic), centrality (how central autism is to one’s identity), and self-definition (seeing oneself as similar to other autistic people and perceiving the autistic community as relatively similar). The questionnaire was reliable as well as suitable to use across diverse groups, including variations in age, gender, education level, ethnicity, and autism traits. Several aspects of social identity were related to gender, age, language preference, time since diagnosis, and autism traits. Importantly, higher satisfaction and lower centrality were associated with better mental health. These findings suggest that in the Netherlands, the SIAQ is a useful tool for understanding how autistic people relate to their autism and the autistic community, and how this relates to wellbeing. En ligne : https://dx.doi.org/10.1177/13623613261431269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

‘A New Pace of Life’: A Mixed-Methods Exploration of Retirement Plans, Preparations and Experiences in Middle-Aged and Older Autistic and Non-Autistic Adults / Zuzanna KOWALCZYK in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1330-1343 Titre : ‘A New Pace of Life’: A Mixed-Methods Exploration of Retirement Plans, Preparations and Experiences in Middle-Aged and Older Autistic and Non-Autistic Adults Type de document : texte imprimé Auteurs : Zuzanna KOWALCZYK, Auteur ; Ahna Huwaida Ahmad FADZIL, Auteur ; Isabel WARD, Auteur ; Francesca HAPPE, Auteur ; Gavin R. STEWART, Auteur Article en page(s) : p.1330-1343 Langues : Anglais (eng) Mots-clés : autism  financial planning  midlife  old age  pension  retirement Index. décimale : PER Périodiques Résumé : Retirement is a major life change affecting routines, finances and wellbeing. Autistic adults may face extra challenges during this transition due to employment barriers, limited support and planning difficulties. However, little is known about their retirement experiences compared to non-autistic adults. This mixed-methods study surveyed 517 adults from the United Kingdom (autistic n = 395), aged 40–90 years, about their retirement status, plans, experiences, employment history, income and financial security. Actual or expected retirement ages were similar across groups, but autistic adults were less likely to have made plans and more likely to have plans disrupted by financial, health or personal factors. They also reported lower rates of full-time work, reduced pensions and lower pre-retirement income. Many highlighted a lack of information about pensions and lifestyle planning. Concerns included isolation, loss of routine and financial worries, but some looked forward to more autonomy and time for self-care, leisure activities and interests. While there were many similarities between the autistic and non-autistic groups, our study found that autistic adults may reach retirement differently due to unique work histories, health needs and planning barriers. Tailored, accessible support is needed to help autistic adults plan for financial stability and meaningful post-retirement lives.Lay abstract Retirement is a major life change, but very little is known about how autistic adults experience this transition. This study explored retirement experiences/expectations of both autistic and non-autistic adults, finding that retirement happened or was expected to happen at similar ages across groups. However, autistic adults were less likely to plan for retirement and often had more difficulties with jobs, money, pensions and their health. Many felt unsure how to prepare for retirement and wanted clearer information. While some had concerns about isolation and changes to routine, others looked forward to more freedom and time for hobbies. The findings highlight the need for better support to help autistic people plan for retirement. En ligne : https://dx.doi.org/10.1177/13623613261431925 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] ‘A New Pace of Life’: A Mixed-Methods Exploration of Retirement Plans, Preparations and Experiences in Middle-Aged and Older Autistic and Non-Autistic Adults [texte imprimé] / Zuzanna KOWALCZYK, Auteur ; Ahna Huwaida Ahmad FADZIL, Auteur ; Isabel WARD, Auteur ; Francesca HAPPE, Auteur ; Gavin R. STEWART, Auteur . - p.1330-1343. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1330-1343 Mots-clés : autism  financial planning  midlife  old age  pension  retirement Index. décimale : PER Périodiques Résumé : Retirement is a major life change affecting routines, finances and wellbeing. Autistic adults may face extra challenges during this transition due to employment barriers, limited support and planning difficulties. However, little is known about their retirement experiences compared to non-autistic adults. This mixed-methods study surveyed 517 adults from the United Kingdom (autistic n = 395), aged 40–90 years, about their retirement status, plans, experiences, employment history, income and financial security. Actual or expected retirement ages were similar across groups, but autistic adults were less likely to have made plans and more likely to have plans disrupted by financial, health or personal factors. They also reported lower rates of full-time work, reduced pensions and lower pre-retirement income. Many highlighted a lack of information about pensions and lifestyle planning. Concerns included isolation, loss of routine and financial worries, but some looked forward to more autonomy and time for self-care, leisure activities and interests. While there were many similarities between the autistic and non-autistic groups, our study found that autistic adults may reach retirement differently due to unique work histories, health needs and planning barriers. Tailored, accessible support is needed to help autistic adults plan for financial stability and meaningful post-retirement lives.Lay abstract Retirement is a major life change, but very little is known about how autistic adults experience this transition. This study explored retirement experiences/expectations of both autistic and non-autistic adults, finding that retirement happened or was expected to happen at similar ages across groups. However, autistic adults were less likely to plan for retirement and often had more difficulties with jobs, money, pensions and their health. Many felt unsure how to prepare for retirement and wanted clearer information. While some had concerns about isolation and changes to routine, others looked forward to more freedom and time for hobbies. The findings highlight the need for better support to help autistic people plan for retirement. En ligne : https://dx.doi.org/10.1177/13623613261431925 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Grief, Relief, and Belief: A Social Media Study on Late Identification of Neurodivergence / Ally Pax Arcari MAIR in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1344-1359 Titre : Grief, Relief, and Belief: A Social Media Study on Late Identification of Neurodivergence Type de document : texte imprimé Auteurs : Ally Pax Arcari MAIR, Auteur ; Marina GONZALEZ-FIGUEROA, Auteur ; Doug MCCONACHIE, Auteur ; Karen GOODALL, Auteur ; Karri GILLESPIE-SMITH, Auteur Article en page(s) : p.1344-1359 Langues : Anglais (eng) Mots-clés : autism  attention deficit hyperactivity disorder  diagnosis  grief  qualitative research  well-being Index. décimale : PER Périodiques Résumé : Little is known as to what drives feelings of grief and relief observed following the late identification of neurodivergence, and its significance as it relates to sense of self and self-understanding. As such, this study considers how grief is understood and experienced by neurodivergent individuals in the context of late identification. This study used qualitative content analysis to identify themes from 225 public social media posts discussing grief and relief in relation to a late identification. With a sample focused mainly on autism, attention deficit hyperactivity disorder, and both co-occurring, four main themes, under an overarching theme and process, titled the Grief, Relief, and Belief Cycle, were identified: (1) The Life I Could Have Had; (2) Grieving for My Younger Self; (3) Feeling Gratitude; and (4) Post-Diagnosis Burnout. Overall, this study calls for a paradigm shift in how we understand and support neurodivergent individuals diagnosed in adulthood, seeing diagnosis as a first step, rather than a terminal component of a service, emphasising the need for comprehensive, individualised, wraparound care that addresses the emotional and practical aspects of their lives before, during, and beyond diagnosis.Lay Abstract Little is known as to why some individuals may experience feelings of grief and relief following late identification, by clinical diagnosis or self-identification, of neurodivergence (e.g. autism or attention deficit hyperactivity disorder), and how this relates to their sense of self. This study looks at how grief is understood and experienced by late-identified neurodivergent individuals using qualitative content analysis to analyse social media posts discussing grief in relation to late identification. A total of 225 public social media posts were analysed. These posts were mostly made by people who identified as autistic, having attention deficit hyperactivity disorder, or both. Four main themes and one overarching theme and process were identified. The overarching theme was named the Grief, Relief, and Belief Cycle, and the four themes were (1) The Life I Could Have Had; (2) Grieving for My Younger Self; (3) Feeling Gratitude; and (4) Post-Diagnosis Burnout. Theme 1 highlights the sense of loss and regret some late-identified neurodivergent individuals’ experience. Theme 2 explores the ways in which late identified neurodivergent individuals look at their past experiences with this newfound understanding of their neurodivergence. Theme 3 highlights the experiences of relief and gratitude these individuals have for the self-understanding that they discuss coming with their diagnosis. Theme 4 emphasises the intense emotional and physical toll and lack of available support that people can experience when their neurodivergence is identified later in life. Overall, this study emphasises the need for comprehensive, individualised, and ongoing care that addresses the emotional and practical aspects of individuals’ lives before, during, and beyond diagnosis. En ligne : https://dx.doi.org/10.1177/13623613261437916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Grief, Relief, and Belief: A Social Media Study on Late Identification of Neurodivergence [texte imprimé] / Ally Pax Arcari MAIR, Auteur ; Marina GONZALEZ-FIGUEROA, Auteur ; Doug MCCONACHIE, Auteur ; Karen GOODALL, Auteur ; Karri GILLESPIE-SMITH, Auteur . - p.1344-1359. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1344-1359 Mots-clés : autism  attention deficit hyperactivity disorder  diagnosis  grief  qualitative research  well-being Index. décimale : PER Périodiques Résumé : Little is known as to what drives feelings of grief and relief observed following the late identification of neurodivergence, and its significance as it relates to sense of self and self-understanding. As such, this study considers how grief is understood and experienced by neurodivergent individuals in the context of late identification. This study used qualitative content analysis to identify themes from 225 public social media posts discussing grief and relief in relation to a late identification. With a sample focused mainly on autism, attention deficit hyperactivity disorder, and both co-occurring, four main themes, under an overarching theme and process, titled the Grief, Relief, and Belief Cycle, were identified: (1) The Life I Could Have Had; (2) Grieving for My Younger Self; (3) Feeling Gratitude; and (4) Post-Diagnosis Burnout. Overall, this study calls for a paradigm shift in how we understand and support neurodivergent individuals diagnosed in adulthood, seeing diagnosis as a first step, rather than a terminal component of a service, emphasising the need for comprehensive, individualised, wraparound care that addresses the emotional and practical aspects of their lives before, during, and beyond diagnosis.Lay Abstract Little is known as to why some individuals may experience feelings of grief and relief following late identification, by clinical diagnosis or self-identification, of neurodivergence (e.g. autism or attention deficit hyperactivity disorder), and how this relates to their sense of self. This study looks at how grief is understood and experienced by late-identified neurodivergent individuals using qualitative content analysis to analyse social media posts discussing grief in relation to late identification. A total of 225 public social media posts were analysed. These posts were mostly made by people who identified as autistic, having attention deficit hyperactivity disorder, or both. Four main themes and one overarching theme and process were identified. The overarching theme was named the Grief, Relief, and Belief Cycle, and the four themes were (1) The Life I Could Have Had; (2) Grieving for My Younger Self; (3) Feeling Gratitude; and (4) Post-Diagnosis Burnout. Theme 1 highlights the sense of loss and regret some late-identified neurodivergent individuals’ experience. Theme 2 explores the ways in which late identified neurodivergent individuals look at their past experiences with this newfound understanding of their neurodivergence. Theme 3 highlights the experiences of relief and gratitude these individuals have for the self-understanding that they discuss coming with their diagnosis. Theme 4 emphasises the intense emotional and physical toll and lack of available support that people can experience when their neurodivergence is identified later in life. Overall, this study emphasises the need for comprehensive, individualised, and ongoing care that addresses the emotional and practical aspects of individuals’ lives before, during, and beyond diagnosis. En ligne : https://dx.doi.org/10.1177/13623613261437916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Autistic young adults’ routine travel pre- and post-license / Emma B. SARTIN in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1360-1367 Titre : Autistic young adults’ routine travel pre- and post-license Type de document : texte imprimé Auteurs : Emma B. SARTIN, Auteur ; Lauren O’MALLEY, Auteur ; Alexis Z. TOMLINSON, Auteur ; Laura BENNETT, Auteur ; Rachel K. MYERS, Auteur ; Kristina B. METZGER, Auteur ; Haley J. BISHOP, Auteur ; Benjamin E. YERYS, Auteur ; Allison CURRY, Auteur Article en page(s) : p.1360-1367 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  driving  independent mobility  quality of life  transportation Index. décimale : PER Périodiques Résumé : Compared with their non-licensed peers, licensed autistic adults appear to report more positive outcomes in objective measures of quality of life, particularly participation in activities outside of the home. We examined if this is due to individual differences/factors or the ability to independently drive. We conducted a prospective follow-up survey study of 16–21 years old in the United States and compared engagement in activities outside of the home over time by licensing status. Our final sample included 111 young adults; at follow-up, 62% did not have a permit or a license, 18% had obtained a permit, and 20% were licensed. Generally, travel patterns were consistent, except for reported increases in employment. The lack of overall differences across groups over time suggests individual differences in resources, barriers/facilitators to traveling, or general characteristics may underlie objective measures of quality of life rather than the obtainment of a license. Furthermore, regardless of licensure status, most respondents were not traveling everywhere they wanted to go, and nearly 80% were interested in a transportation modality they did not currently use. Thus, there is a continued need to support autistic adults’ independent use of various transportation modalities.Lay abstract Short Report: Obtaining a driver’s license may not change autistic young adults’ engagement in activities outside of the homeAutistic adults who have a driver’s license say they participate in activities outside of their home, like employment or socializing, more often than those who do not have a license. It is unclear if this is because these adults can drive or if people who obtain licenses are different in some way than those who do not obtain a license. To examine this, we administered multiple surveys to a group of autistic young adults (16–21 years old) to see if their travel patterns changed after obtaining a license. In total, 111 young adults completed our surveys. Generally, we did not see changes in adults’ travel patterns, regardless of if they obtained a license or not. The only change was an increase in employment over time among young adults who never obtained a learner’s permit/license and those who obtained a license. Overall, our findings suggest that individual differences may be why some adults are engaged in activities outside of the home more often than others. We also found that most adults in our sample were not traveling everywhere they wanted to go or using all the modes of transportation they were interested in. This suggests more efforts are needed that improve autistic adults’ independent mobility across transportation modes (e.g., driving, public transportation). En ligne : https://dx.doi.org/10.1177/13623613251394558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Autistic young adults’ routine travel pre- and post-license [texte imprimé] / Emma B. SARTIN, Auteur ; Lauren O’MALLEY, Auteur ; Alexis Z. TOMLINSON, Auteur ; Laura BENNETT, Auteur ; Rachel K. MYERS, Auteur ; Kristina B. METZGER, Auteur ; Haley J. BISHOP, Auteur ; Benjamin E. YERYS, Auteur ; Allison CURRY, Auteur . - p.1360-1367. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1360-1367 Mots-clés : autism spectrum disorder  driving  independent mobility  quality of life  transportation Index. décimale : PER Périodiques Résumé : Compared with their non-licensed peers, licensed autistic adults appear to report more positive outcomes in objective measures of quality of life, particularly participation in activities outside of the home. We examined if this is due to individual differences/factors or the ability to independently drive. We conducted a prospective follow-up survey study of 16–21 years old in the United States and compared engagement in activities outside of the home over time by licensing status. Our final sample included 111 young adults; at follow-up, 62% did not have a permit or a license, 18% had obtained a permit, and 20% were licensed. Generally, travel patterns were consistent, except for reported increases in employment. The lack of overall differences across groups over time suggests individual differences in resources, barriers/facilitators to traveling, or general characteristics may underlie objective measures of quality of life rather than the obtainment of a license. Furthermore, regardless of licensure status, most respondents were not traveling everywhere they wanted to go, and nearly 80% were interested in a transportation modality they did not currently use. Thus, there is a continued need to support autistic adults’ independent use of various transportation modalities.Lay abstract Short Report: Obtaining a driver’s license may not change autistic young adults’ engagement in activities outside of the homeAutistic adults who have a driver’s license say they participate in activities outside of their home, like employment or socializing, more often than those who do not have a license. It is unclear if this is because these adults can drive or if people who obtain licenses are different in some way than those who do not obtain a license. To examine this, we administered multiple surveys to a group of autistic young adults (16–21 years old) to see if their travel patterns changed after obtaining a license. In total, 111 young adults completed our surveys. Generally, we did not see changes in adults’ travel patterns, regardless of if they obtained a license or not. The only change was an increase in employment over time among young adults who never obtained a learner’s permit/license and those who obtained a license. Overall, our findings suggest that individual differences may be why some adults are engaged in activities outside of the home more often than others. We also found that most adults in our sample were not traveling everywhere they wanted to go or using all the modes of transportation they were interested in. This suggests more efforts are needed that improve autistic adults’ independent mobility across transportation modes (e.g., driving, public transportation). En ligne : https://dx.doi.org/10.1177/13623613251394558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Short report: Autistic adults’ perceptions of gender, autism, and policing in the United States / Meredith COLA in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1368-1377 Titre : Short report: Autistic adults’ perceptions of gender, autism, and policing in the United States Type de document : texte imprimé Auteurs : Meredith COLA, Auteur ; Aili HAUPTMANN, Auteur ; Alison RUSSELL, Auteur ; Dieu M. TRUONG, Auteur ; Ashlee YATES FLANAGAN, Auteur ; Kimberly G. TENA, Auteur ; Juan PACHECO, Auteur ; Ashley ZITTER, Auteur ; Azia KNOX, Auteur ; Maggie Rose PELELLA, Auteur ; Lizzy FULOP, Auteur ; Maxine COVELLO, Auteur ; Amanda LEE, Auteur ; Margaret LYONS, Auteur ; Sarah SCHILLINGER, Auteur ; Rita SOLORZANO, Auteur ; Sinan TURNACIOGLU, Auteur ; Vijay RAVINDRAN, Auteur ; Judith S. MILLER, Auteur ; Joseph P. MCCLEERY, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.1368-1377 Langues : Anglais (eng) Mots-clés : autism  gender diversity  law enforcement  police  policy Index. décimale : PER Périodiques Résumé : Autistic individuals face increased risk during police interactions in the United States, including injury and death. Research shows police behave inequitably during interactions with marginalized communities and may behave even more inequitably toward individuals with multiple minoritized identities. Many autistic people also identify as gender diverse. However, it is largely unknown if or how autistic adults’ perceptions of police differ by gender identity. We examined autistic adults’ perceptions of policing, autism, and gender using an online questionnaire. Results revealed significant differences across gender groups (cis women, cis men, gender diverse) in perceptions of justice, comfort in disclosing diagnosis, helpfulness of diagnostic disclosure, influence of gender, and concern that one’s autistic traits would be misperceived as dangerous. These findings align with widespread calls for police reform and suggest current policing practices likely do not meet the needs of all autistic individuals, particularly autistic cis women and gender diverse individuals, who are more likely to report their gender has influenced police interactions and more concerned that their autistic characteristics are being misperceived, relative to autistic cis men. Reducing the harm marginalized groups face because of systemic inequities in the current policing system is a critical need that could enhance safety for autistic individuals.Lay abstract Autistic people in the United States are at a higher risk of injury or death when they interact with the police. Research has shown that police often treat people from minoritized communities unfairly, and this can be even worse for people who belong to more than one minoritized group, like being both autistic and gender diverse. Many autistic people also identify as gender diverse. However, we do not yet know if autistic people’s views of police may differ across gender identities. In this study, we explored how autistic adults view police and if those views differ across different gender identities. We found that autistic adults with different gender identities have different views on things like justice, how comfortable they feel telling police about their autism diagnosis, whether they think telling the police about their diagnosis would be helpful, how they think their gender affects police behavior, and whether they worry that their autistic traits might be seen as dangerous. These results may indicate that the current policing practices may not take into account autistic individuals’ unique perspectives and experiences, particularly when police are interacting with autistic women and gender diverse people. It is important that we make changes to reduce the harm that autistic people face because of unfairness in the current policing system using feedback from autistic individuals. This could make things safer for all autistic people. Our results suggest it could be beneficial for police officers to receive training that is inclusive of the gender diversity within the autistic community, so they can better protect and respect all autistic people. En ligne : https://dx.doi.org/10.1177/13623613251395539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Short report: Autistic adults’ perceptions of gender, autism, and policing in the United States [texte imprimé] / Meredith COLA, Auteur ; Aili HAUPTMANN, Auteur ; Alison RUSSELL, Auteur ; Dieu M. TRUONG, Auteur ; Ashlee YATES FLANAGAN, Auteur ; Kimberly G. TENA, Auteur ; Juan PACHECO, Auteur ; Ashley ZITTER, Auteur ; Azia KNOX, Auteur ; Maggie Rose PELELLA, Auteur ; Lizzy FULOP, Auteur ; Maxine COVELLO, Auteur ; Amanda LEE, Auteur ; Margaret LYONS, Auteur ; Sarah SCHILLINGER, Auteur ; Rita SOLORZANO, Auteur ; Sinan TURNACIOGLU, Auteur ; Vijay RAVINDRAN, Auteur ; Judith S. MILLER, Auteur ; Joseph P. MCCLEERY, Auteur ; Julia PARISH-MORRIS, Auteur . - p.1368-1377. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1368-1377 Mots-clés : autism  gender diversity  law enforcement  police  policy Index. décimale : PER Périodiques Résumé : Autistic individuals face increased risk during police interactions in the United States, including injury and death. Research shows police behave inequitably during interactions with marginalized communities and may behave even more inequitably toward individuals with multiple minoritized identities. Many autistic people also identify as gender diverse. However, it is largely unknown if or how autistic adults’ perceptions of police differ by gender identity. We examined autistic adults’ perceptions of policing, autism, and gender using an online questionnaire. Results revealed significant differences across gender groups (cis women, cis men, gender diverse) in perceptions of justice, comfort in disclosing diagnosis, helpfulness of diagnostic disclosure, influence of gender, and concern that one’s autistic traits would be misperceived as dangerous. These findings align with widespread calls for police reform and suggest current policing practices likely do not meet the needs of all autistic individuals, particularly autistic cis women and gender diverse individuals, who are more likely to report their gender has influenced police interactions and more concerned that their autistic characteristics are being misperceived, relative to autistic cis men. Reducing the harm marginalized groups face because of systemic inequities in the current policing system is a critical need that could enhance safety for autistic individuals.Lay abstract Autistic people in the United States are at a higher risk of injury or death when they interact with the police. Research has shown that police often treat people from minoritized communities unfairly, and this can be even worse for people who belong to more than one minoritized group, like being both autistic and gender diverse. Many autistic people also identify as gender diverse. However, we do not yet know if autistic people’s views of police may differ across gender identities. In this study, we explored how autistic adults view police and if those views differ across different gender identities. We found that autistic adults with different gender identities have different views on things like justice, how comfortable they feel telling police about their autism diagnosis, whether they think telling the police about their diagnosis would be helpful, how they think their gender affects police behavior, and whether they worry that their autistic traits might be seen as dangerous. These results may indicate that the current policing practices may not take into account autistic individuals’ unique perspectives and experiences, particularly when police are interacting with autistic women and gender diverse people. It is important that we make changes to reduce the harm that autistic people face because of unfairness in the current policing system using feedback from autistic individuals. This could make things safer for all autistic people. Our results suggest it could be beneficial for police officers to receive training that is inclusive of the gender diversity within the autistic community, so they can better protect and respect all autistic people. En ligne : https://dx.doi.org/10.1177/13623613251395539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Brazil’s first national census estimate of autism prevalence: Implications for surveillance and policy in the Global South / Júlio César Claudino DOS SANTOS in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1378-1379 Titre : Brazil’s first national census estimate of autism prevalence: Implications for surveillance and policy in the Global South Type de document : texte imprimé Auteurs : Júlio César Claudino DOS SANTOS, Auteur ; Luana Stangherlin DOS SANTOS, Auteur ; Cinara Ludvig GONÇALVES, Auteur Article en page(s) : p.1378-1379 Langues : Anglais (eng) Mots-clés : autism  Brazil  census  global disparities  prevalence  public health policy Index. décimale : PER Périodiques Résumé : Autism prevalence data remain scarce in low- and middle-income countries. In 2022, Brazil incorporated, for the first time, a specific question on prior medical diagnosis of autism in its national census. Results from the preliminary publication of the 2022 Census sample, released in 2025, indicated that 1.2% of the population, approximately 2.42 million individuals, reported a diagnosis of autism. Among boys aged 5 to 9 years, prevalence reached 2.6%, declining to 1.6% among adolescents and 0.3% among adults aged 30 years or older. Although based on self-reported diagnosis, these data provide the first nationwide population estimate of autism in Brazil. Comparisons with U.S. figures from the Autism and Developmental Disabilities Monitoring Network should be interpreted cautiously given methodological differences. The observed age gradient suggests potential historical under-identification in older cohorts. Regional variation further highlights differences in diagnostic patterns across the country. The inclusion of autism in Brazil’s national census represents an important step toward strengthening surveillance, research, and policy planning in low- and middle-income settings.Lay Abstract In 2022, Brazil included, for the first time, a specific question on medical diagnosis of autism in its national census, as mandated by federal law. Results from the 2025 preliminary publication of the Census sample showed that 1.2% of the population reported a prior medical diagnosis of autism, totaling about 2.42 million people. Among boys aged 5 to 9 years, prevalence reached 2.6%, while rates were lower among adolescents and adults. This age pattern may reflect historical differences in access to diagnosis. Regional variation was also observed across states. Including autism in Brazil’s national census represents a major step forward for epidemiological monitoring and policy planning in Latin America. En ligne : https://dx.doi.org/10.1177/13623613261428537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Brazil’s first national census estimate of autism prevalence: Implications for surveillance and policy in the Global South [texte imprimé] / Júlio César Claudino DOS SANTOS, Auteur ; Luana Stangherlin DOS SANTOS, Auteur ; Cinara Ludvig GONÇALVES, Auteur . - p.1378-1379. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1378-1379 Mots-clés : autism  Brazil  census  global disparities  prevalence  public health policy Index. décimale : PER Périodiques Résumé : Autism prevalence data remain scarce in low- and middle-income countries. In 2022, Brazil incorporated, for the first time, a specific question on prior medical diagnosis of autism in its national census. Results from the preliminary publication of the 2022 Census sample, released in 2025, indicated that 1.2% of the population, approximately 2.42 million individuals, reported a diagnosis of autism. Among boys aged 5 to 9 years, prevalence reached 2.6%, declining to 1.6% among adolescents and 0.3% among adults aged 30 years or older. Although based on self-reported diagnosis, these data provide the first nationwide population estimate of autism in Brazil. Comparisons with U.S. figures from the Autism and Developmental Disabilities Monitoring Network should be interpreted cautiously given methodological differences. The observed age gradient suggests potential historical under-identification in older cohorts. Regional variation further highlights differences in diagnostic patterns across the country. The inclusion of autism in Brazil’s national census represents an important step toward strengthening surveillance, research, and policy planning in low- and middle-income settings.Lay Abstract In 2022, Brazil included, for the first time, a specific question on medical diagnosis of autism in its national census, as mandated by federal law. Results from the 2025 preliminary publication of the Census sample showed that 1.2% of the population reported a prior medical diagnosis of autism, totaling about 2.42 million people. Among boys aged 5 to 9 years, prevalence reached 2.6%, while rates were lower among adolescents and adults. This age pattern may reflect historical differences in access to diagnosis. Regional variation was also observed across states. Including autism in Brazil’s national census represents a major step forward for epidemiological monitoring and policy planning in Latin America. En ligne : https://dx.doi.org/10.1177/13623613261428537 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Expanding the autism evidence base: Strategies to increase participant representation / Maira TAFOLLA in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1380-1390 Titre : Expanding the autism evidence base: Strategies to increase participant representation Type de document : texte imprimé Auteurs : Maira TAFOLLA, Auteur ; Catherine LORD, Auteur Article en page(s) : p.1380-1390 Langues : Anglais (eng) Mots-clés : autism  bilingual  Latinx  recruitment  research  retention Index. décimale : PER Périodiques Résumé : There is a lack of representation of racially diverse individuals who are multilingual from low-income households in autism research. This calls into question the generalizability of research findings derived from predominantly White, English-speaking samples. In this article, we bring forth an important argument about why we as an autism field should work to expand representation in research samples. We also discuss strategies that can be used to work toward this goal. We detail the recruitment and retention of 94 Spanish–English bilingual Latinx (primarily Mexican and Central American) families from low-income households across a large urban city and its surrounding communities in the United States for an assessment validation study. We use the method of this study as an example of how to engage and include underrepresented populations in autism research, describing the efforts that were implemented to engage families and community-based organizations serving this population. We conclude the report by summarizing culturally sensitive strategies researchers can use to engage populations of different races and ethnicities from low-income households in their own research studies, in hopes of increasing representation in the autism science field and ensuring that research findings are applicable across populations, including those who have been historically underrepresented.Lay Abstract Individuals of different races and identities from low-income households and their families are not adequately represented in research. This makes it difficult to know whether autism research findings apply to traditionally underserved individuals of color, since participants included in studies are usually White and speak English. We use our own study, where we successfully recruited 94 Spanish–English bilingual participants who are from Mexico and Central America but are currently living in the United States in low-income households for an assessment study, as an example to describe the strategies that were helpful to recruit participants with these sociodemographic characteristics. We end the article by discussing strategies that are culturally appropriate for researchers to consider when working with autistic populations of color who are from predominantly low-income households and their families. En ligne : https://dx.doi.org/10.1177/13623613251393505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Expanding the autism evidence base: Strategies to increase participant representation [texte imprimé] / Maira TAFOLLA, Auteur ; Catherine LORD, Auteur . - p.1380-1390. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1380-1390 Mots-clés : autism  bilingual  Latinx  recruitment  research  retention Index. décimale : PER Périodiques Résumé : There is a lack of representation of racially diverse individuals who are multilingual from low-income households in autism research. This calls into question the generalizability of research findings derived from predominantly White, English-speaking samples. In this article, we bring forth an important argument about why we as an autism field should work to expand representation in research samples. We also discuss strategies that can be used to work toward this goal. We detail the recruitment and retention of 94 Spanish–English bilingual Latinx (primarily Mexican and Central American) families from low-income households across a large urban city and its surrounding communities in the United States for an assessment validation study. We use the method of this study as an example of how to engage and include underrepresented populations in autism research, describing the efforts that were implemented to engage families and community-based organizations serving this population. We conclude the report by summarizing culturally sensitive strategies researchers can use to engage populations of different races and ethnicities from low-income households in their own research studies, in hopes of increasing representation in the autism science field and ensuring that research findings are applicable across populations, including those who have been historically underrepresented.Lay Abstract Individuals of different races and identities from low-income households and their families are not adequately represented in research. This makes it difficult to know whether autism research findings apply to traditionally underserved individuals of color, since participants included in studies are usually White and speak English. We use our own study, where we successfully recruited 94 Spanish–English bilingual participants who are from Mexico and Central America but are currently living in the United States in low-income households for an assessment study, as an example to describe the strategies that were helpful to recruit participants with these sociodemographic characteristics. We end the article by discussing strategies that are culturally appropriate for researchers to consider when working with autistic populations of color who are from predominantly low-income households and their families. En ligne : https://dx.doi.org/10.1177/13623613251393505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585