Dépouillements

Affect Expression During Social and Non-Social Contexts in Autistic Young Adults / Julia TETREAULT in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2091-2101 Titre : Affect Expression During Social and Non-Social Contexts in Autistic Young Adults Type de document : texte imprimé Auteurs : Julia TETREAULT, Auteur ; Erin M. ANDRES, Auteur ; Danielle SIPSOCK, Auteur ; Hasmik TOKADJIAN, Auteur ; Kayla LAYTON, Auteur ; Carolyn E.B. MCCORMICK, Auteur ; Stephen J. SHEINKOPF, Auteur Article en page(s) : p.2091-2101 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by impairments in social affective engagement. The present study uses a mild social stressor task to add to inconclusive past literature concerning differences in affective expressivity between autistic young adults and non-autistic individuals from the general population (GP). Young adults (mean age = 21.5) diagnosed with ASD (n = 18) and a non-autistic comparison group (n = 17) participated in the novel social stress task. Valence (positive/negative) and intensity of facial affect were coded across four observational episodes that alternated between engagement and disengagement of social conversational partner. Results indicated an overall attenuation in expressivity in the ASD group in comparison to the non-autistic group. Mean affect differed between groups, especially in the amount of affective expression. Both groups responded with increased positive expressions during social engagement episodes. The affect difference was driven by a smaller proportion of positive and a greater proportion of neutral affect displays in the ASD group compared to the non-autistic group during these episodes, and less so by negative affect differences. The results suggest that friendly, non-threatening social interactions should not be assumed to be aversive to autistic individuals, and that these individuals may respond to such situations with muted positive valence. These findings are consistent with past reports of decreased expressivity in autistic individuals compared to individuals from the general population, specifically in an ecologically valid social context. En ligne : https://doi.org/10.1007/s10803-024-06693-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Affect Expression During Social and Non-Social Contexts in Autistic Young Adults [texte imprimé] / Julia TETREAULT, Auteur ; Erin M. ANDRES, Auteur ; Danielle SIPSOCK, Auteur ; Hasmik TOKADJIAN, Auteur ; Kayla LAYTON, Auteur ; Carolyn E.B. MCCORMICK, Auteur ; Stephen J. SHEINKOPF, Auteur . - p.2091-2101. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2091-2101 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by impairments in social affective engagement. The present study uses a mild social stressor task to add to inconclusive past literature concerning differences in affective expressivity between autistic young adults and non-autistic individuals from the general population (GP). Young adults (mean age = 21.5) diagnosed with ASD (n = 18) and a non-autistic comparison group (n = 17) participated in the novel social stress task. Valence (positive/negative) and intensity of facial affect were coded across four observational episodes that alternated between engagement and disengagement of social conversational partner. Results indicated an overall attenuation in expressivity in the ASD group in comparison to the non-autistic group. Mean affect differed between groups, especially in the amount of affective expression. Both groups responded with increased positive expressions during social engagement episodes. The affect difference was driven by a smaller proportion of positive and a greater proportion of neutral affect displays in the ASD group compared to the non-autistic group during these episodes, and less so by negative affect differences. The results suggest that friendly, non-threatening social interactions should not be assumed to be aversive to autistic individuals, and that these individuals may respond to such situations with muted positive valence. These findings are consistent with past reports of decreased expressivity in autistic individuals compared to individuals from the general population, specifically in an ecologically valid social context. En ligne : https://doi.org/10.1007/s10803-024-06693-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children / Yang DONG in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2102-2118 Titre : Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children Type de document : texte imprimé Auteurs : Yang DONG, Auteur ; Jianhong MO, Auteur ; Bingqing GONG, Auteur ; Renyi JIN, Auteur ; Haoyuan ZHENG, Auteur ; Bonnie Wing-Yin CHOW, Auteur Article en page(s) : p.2102-2118 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children’s use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple rounds of communication with educators. This study investigated the contribution of LPs and IPs on the language development and affective factors of language learning in mildly autistic children. This study included 187 mildly autistic Chinese children who were stratified by random sampling and assigned into three groups (LP, IP and control). The mildly autistic children’s language skills were tested immediately before and after the 12-week SBR intervention. Their parents were also included in this study. The results indicated that using prompts had positive effects on the mildly autistic children’s language skills and on the affective factors central to language development. Moreover, LPs were beneficial in fostering mildly autistic children’s affective factor development, whilst IPs fostered their Chinese word reading and listening comprehension skills. These findings indicated the benefits of using prompts during parent–child SBR, along with the extent to which prompts contribute to different language skills and affective factors central to language development in mildly autistic children. En ligne : https://doi.org/10.1007/s10803-024-06712-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children [texte imprimé] / Yang DONG, Auteur ; Jianhong MO, Auteur ; Bingqing GONG, Auteur ; Renyi JIN, Auteur ; Haoyuan ZHENG, Auteur ; Bonnie Wing-Yin CHOW, Auteur . - p.2102-2118. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2102-2118 Index. décimale : PER Périodiques Résumé : The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children’s use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple rounds of communication with educators. This study investigated the contribution of LPs and IPs on the language development and affective factors of language learning in mildly autistic children. This study included 187 mildly autistic Chinese children who were stratified by random sampling and assigned into three groups (LP, IP and control). The mildly autistic children’s language skills were tested immediately before and after the 12-week SBR intervention. Their parents were also included in this study. The results indicated that using prompts had positive effects on the mildly autistic children’s language skills and on the affective factors central to language development. Moreover, LPs were beneficial in fostering mildly autistic children’s affective factor development, whilst IPs fostered their Chinese word reading and listening comprehension skills. These findings indicated the benefits of using prompts during parent–child SBR, along with the extent to which prompts contribute to different language skills and affective factors central to language development in mildly autistic children. En ligne : https://doi.org/10.1007/s10803-024-06712-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Analysis of Disparities in Diagnosis of Autism Spectrum Disorder in the Military Health System Pediatrics Population / Ocheze CHIKEZIE-DARRON in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2119-2125 Titre : Analysis of Disparities in Diagnosis of Autism Spectrum Disorder in the Military Health System Pediatrics Population Type de document : texte imprimé Auteurs : Ocheze CHIKEZIE-DARRON, Auteur ; Joshua SAKAI, Auteur ; Daniel TOLSON, Auteur Article en page(s) : p.2119-2125 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There have been disparities reported in prevalence of autism by gender, race, and socioeconomic status with older ages of diagnosis in non-White and in female children. Possible disparities in the ages of autism diagnosis are not well-established within the Military Health System (MHS) pediatric population, where we hypothesized less disparities given universal Tricare coverage for active-duty military families and theoretically equal access to the military treatment facility (MTF). We conducted retrospective cross-sectional analysis using deidentified database repository records from the MHS. We collected and analyzed demographic data on children covered by Tricare and newly diagnosed with autism within an MTF (N = 31,355) or outside of the MTF (5,579 respectively). Within the MTF, we identified younger ages of autism diagnosis in non-White children less than 18 years old (p < 2.2e−16), without significant differences in ages of diagnosis by race in children less than 6 years of age. There were no statistically significant differences in ages of diagnosis between males and females. Outside the MTF, we identified younger ages of autism diagnosis in males versus females with statistically significant difference in average ages of autism diagnosis between males and females less than the age of 18 years (p = 4.4e-08). This difference was not seen in children less than 6 years of age. Racial data was not available for diagnosis outside the MTF. The age of autism diagnosis in the military pediatric population within the MTF did not reflect historical disparities seen in non-White and in female children. En ligne : https://doi.org/10.1007/s10803-024-06703-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Analysis of Disparities in Diagnosis of Autism Spectrum Disorder in the Military Health System Pediatrics Population [texte imprimé] / Ocheze CHIKEZIE-DARRON, Auteur ; Joshua SAKAI, Auteur ; Daniel TOLSON, Auteur . - p.2119-2125. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2119-2125 Index. décimale : PER Périodiques Résumé : There have been disparities reported in prevalence of autism by gender, race, and socioeconomic status with older ages of diagnosis in non-White and in female children. Possible disparities in the ages of autism diagnosis are not well-established within the Military Health System (MHS) pediatric population, where we hypothesized less disparities given universal Tricare coverage for active-duty military families and theoretically equal access to the military treatment facility (MTF). We conducted retrospective cross-sectional analysis using deidentified database repository records from the MHS. We collected and analyzed demographic data on children covered by Tricare and newly diagnosed with autism within an MTF (N = 31,355) or outside of the MTF (5,579 respectively). Within the MTF, we identified younger ages of autism diagnosis in non-White children less than 18 years old (p < 2.2e−16), without significant differences in ages of diagnosis by race in children less than 6 years of age. There were no statistically significant differences in ages of diagnosis between males and females. Outside the MTF, we identified younger ages of autism diagnosis in males versus females with statistically significant difference in average ages of autism diagnosis between males and females less than the age of 18 years (p = 4.4e-08). This difference was not seen in children less than 6 years of age. Racial data was not available for diagnosis outside the MTF. The age of autism diagnosis in the military pediatric population within the MTF did not reflect historical disparities seen in non-White and in female children. En ligne : https://doi.org/10.1007/s10803-024-06703-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Research Tools for Eating Behavior in People with Autism Spectrum Disorder (ASD) / Nayara Cristina MILANE in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2126-2135 Titre : Research Tools for Eating Behavior in People with Autism Spectrum Disorder (ASD) Type de document : texte imprimé Auteurs : Nayara Cristina MILANE, Auteur ; Michel Teston SEMENSATO, Auteur ; Luiz Alberto PILATTI, Auteur Article en page(s) : p.2126-2135 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To identify the tools used to assess eating behaviors in individuals with Autism Spectrum Disorder (ASD) and summarize their distribution, citation rates, journal publication, JCR scores, and psychometric properties. En ligne : https://doi.org/10.1007/s10803-024-06710-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Research Tools for Eating Behavior in People with Autism Spectrum Disorder (ASD) [texte imprimé] / Nayara Cristina MILANE, Auteur ; Michel Teston SEMENSATO, Auteur ; Luiz Alberto PILATTI, Auteur . - p.2126-2135. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2126-2135 Index. décimale : PER Périodiques Résumé : To identify the tools used to assess eating behaviors in individuals with Autism Spectrum Disorder (ASD) and summarize their distribution, citation rates, journal publication, JCR scores, and psychometric properties. En ligne : https://doi.org/10.1007/s10803-024-06710-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors / Raúl FERNÁNDEZ-COBOS in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2136-2147 Titre : What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors Type de document : texte imprimé Auteurs : Raúl FERNÁNDEZ-COBOS, Auteur ; Irene POLO-BLANCO, Auteur ; Elena CASTROVIEJO, Auteur ; Maria JUNCAL-RUIZ, Auteur ; Agustín VICENTE, Auteur Article en page(s) : p.2136-2147 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to examine early mathematical abilities in young children with autism aged four to seven without intellectual disabilities and their connection with autism severity, non-verbal intelligence, and linguistic abilities (receptive vocabulary and grammar). The study involved 42 children with autism. We assessed participants’ cognitive, mathematical, and linguistic abilities. Their mathematical performance was compared with that of typically developing children using standardized measures. Statistical analyses were conducted to identify potential cognitive or linguistic differences across groups based on mathematical performance, and to determine predictive factors for mathematical abilities in children with autism. The findings indicated a higher prevalence of mathematical difficulties among the participants compared to typically developing children. A classification based on mathematical performance revealed statistically significant differences in cognitive and linguistic variables across groups, particularly in the low-performance group. However, no significant differences were found according to autism severity between the groups. The analysis further identified that a combination of visuo-spatial and linguistic abilities was the most predictive factor for mathematical performance. The study suggests that young children with autism without intellectual disabilities may be more likely to experience mathematical difficulties compared to typically developing children. Assessing cognitive and linguistic abilities could serve as a predictive measure for mathematical difficulties of children with autism, even without a formal diagnosis. Future research, with larger samples or longitudinal approaches, could validate these findings or explore which specific mathematical abilities are more related to non-verbal intelligence and which ones to structural language. En ligne : https://doi.org/10.1007/s10803-025-06726-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] What Predicts Early Math in Autism? A Study of Cognitive and Linguistic Factors [texte imprimé] / Raúl FERNÁNDEZ-COBOS, Auteur ; Irene POLO-BLANCO, Auteur ; Elena CASTROVIEJO, Auteur ; Maria JUNCAL-RUIZ, Auteur ; Agustín VICENTE, Auteur . - p.2136-2147. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2136-2147 Index. décimale : PER Périodiques Résumé : This study aimed to examine early mathematical abilities in young children with autism aged four to seven without intellectual disabilities and their connection with autism severity, non-verbal intelligence, and linguistic abilities (receptive vocabulary and grammar). The study involved 42 children with autism. We assessed participants’ cognitive, mathematical, and linguistic abilities. Their mathematical performance was compared with that of typically developing children using standardized measures. Statistical analyses were conducted to identify potential cognitive or linguistic differences across groups based on mathematical performance, and to determine predictive factors for mathematical abilities in children with autism. The findings indicated a higher prevalence of mathematical difficulties among the participants compared to typically developing children. A classification based on mathematical performance revealed statistically significant differences in cognitive and linguistic variables across groups, particularly in the low-performance group. However, no significant differences were found according to autism severity between the groups. The analysis further identified that a combination of visuo-spatial and linguistic abilities was the most predictive factor for mathematical performance. The study suggests that young children with autism without intellectual disabilities may be more likely to experience mathematical difficulties compared to typically developing children. Assessing cognitive and linguistic abilities could serve as a predictive measure for mathematical difficulties of children with autism, even without a formal diagnosis. Future research, with larger samples or longitudinal approaches, could validate these findings or explore which specific mathematical abilities are more related to non-verbal intelligence and which ones to structural language. En ligne : https://doi.org/10.1007/s10803-025-06726-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Components of Empathy in Children: Factor Structure of the Empathy Quotient for Children (EQ-C) / Rebecca SMEES in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2148-2161 Titre : Components of Empathy in Children: Factor Structure of the Empathy Quotient for Children (EQ-C) Type de document : texte imprimé Auteurs : Rebecca SMEES, Auteur ; Louisa J. RINALDI, Auteur ; Julia SIMNER, Auteur Article en page(s) : p.2148-2161 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Empathy is multifaceted, involving sharing and understanding the emotional and mental states of others. This study investigated the factor structure of the English-language version of the Empathy Quotient for Children (EQ-C; Auyeung et al., 2009), an empathy measure previously well-validated only as a global scale. We aimed to compare children with and without educational differences (i.e., Special Educational Needs & Disabilities, SEND), and explored associations between empathy and sensory sensitivities across the whole sample. Based on responses from 680 parents, we analysed data from English-speaking children aged 6–12 years, via a series of factor analyses using polychoric correlation matrices and bass-ackward analysis. Empathy domain profiling for children with SEND status (versus children without SEND status) was investigated as group differences (t tests). Sensory sensitivities were examined via associations (correlation) and net effects (regression). We identified an optimal four-factor solution (emotional empathy, social-cognitive empathy, negative interactions, antisocial behaviours), and robust higher order one-, two- and three-factor models. Children with SEND status displayed empathy differences across all four empathy domains (all p < .001). Children with greater sensory sensitivities displayed significant differences for social-cognitive empathy and negative interactions only (both p < .001). We demonstrated the potential utility of the English-language EQ-C as a domain-level measure of empathy. Our paper discusses how the domains align with traditional emotional and cognitive dimensions in adults and cross-culturally. Our empathy profiles can be used alongside global empathy measures for different groups of children, with and without educational differences and sensory sensitivities. En ligne : https://doi.org/10.1007/s10803-024-06649-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Components of Empathy in Children: Factor Structure of the Empathy Quotient for Children (EQ-C) [texte imprimé] / Rebecca SMEES, Auteur ; Louisa J. RINALDI, Auteur ; Julia SIMNER, Auteur . - p.2148-2161. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2148-2161 Index. décimale : PER Périodiques Résumé : Empathy is multifaceted, involving sharing and understanding the emotional and mental states of others. This study investigated the factor structure of the English-language version of the Empathy Quotient for Children (EQ-C; Auyeung et al., 2009), an empathy measure previously well-validated only as a global scale. We aimed to compare children with and without educational differences (i.e., Special Educational Needs & Disabilities, SEND), and explored associations between empathy and sensory sensitivities across the whole sample. Based on responses from 680 parents, we analysed data from English-speaking children aged 6–12 years, via a series of factor analyses using polychoric correlation matrices and bass-ackward analysis. Empathy domain profiling for children with SEND status (versus children without SEND status) was investigated as group differences (t tests). Sensory sensitivities were examined via associations (correlation) and net effects (regression). We identified an optimal four-factor solution (emotional empathy, social-cognitive empathy, negative interactions, antisocial behaviours), and robust higher order one-, two- and three-factor models. Children with SEND status displayed empathy differences across all four empathy domains (all p < .001). Children with greater sensory sensitivities displayed significant differences for social-cognitive empathy and negative interactions only (both p < .001). We demonstrated the potential utility of the English-language EQ-C as a domain-level measure of empathy. Our paper discusses how the domains align with traditional emotional and cognitive dimensions in adults and cross-culturally. Our empathy profiles can be used alongside global empathy measures for different groups of children, with and without educational differences and sensory sensitivities. En ligne : https://doi.org/10.1007/s10803-024-06649-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Examining Virtual Reality Interventions for Social Skills in Children with Autism Spectrum Disorder: A Systematic Review / Yücel ALTıN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2162-2185 Titre : Examining Virtual Reality Interventions for Social Skills in Children with Autism Spectrum Disorder: A Systematic Review Type de document : texte imprimé Auteurs : Yücel ALTıN, Auteur ; Özge BOŞNAK, Auteur ; Ceyda TURHAN, Auteur Article en page(s) : p.2162-2185 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is characterized by limitations in social communication and interaction, self-repetitive behaviors, and the presence of limited interests. The prevalence of ASD, which typically emerges in the first years of life, is increasing at an alarming rate due to multiple factors, including the broadening of diagnostic criteria, heightened public awareness, and more frequent diagnoses among women and adults. Over the years, experts have invested considerable time and effort in developing educational scenarios for children with ASD. However, they have faced challenges replicating certain scenarios—such as emergencies, crowded public transportation, or restaurant environments—because recreating these exact conditions in real-world settings is difficult or cost-prohibitive. This has consequently compelled experts to seek out supplementary intervention methods that are more suitable and accessible. Virtual reality (VR), which has the capacity to integrate the physical and virtual realms, represents one such alternative intervention method. In this study, a systematic review of studies employing VR technology in social skills interventions for individuals with ASD was conducted, and 31 studies were included. The findings indicate the potential benefits of VR applications focusing on the social skills of individuals with ASD. Additionally, this research elucidates the limitations of the studies and offers suggestions for future research. En ligne : https://doi.org/10.1007/s10803-025-06741-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Examining Virtual Reality Interventions for Social Skills in Children with Autism Spectrum Disorder: A Systematic Review [texte imprimé] / Yücel ALTıN, Auteur ; Özge BOŞNAK, Auteur ; Ceyda TURHAN, Auteur . - p.2162-2185. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2162-2185 Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that is characterized by limitations in social communication and interaction, self-repetitive behaviors, and the presence of limited interests. The prevalence of ASD, which typically emerges in the first years of life, is increasing at an alarming rate due to multiple factors, including the broadening of diagnostic criteria, heightened public awareness, and more frequent diagnoses among women and adults. Over the years, experts have invested considerable time and effort in developing educational scenarios for children with ASD. However, they have faced challenges replicating certain scenarios—such as emergencies, crowded public transportation, or restaurant environments—because recreating these exact conditions in real-world settings is difficult or cost-prohibitive. This has consequently compelled experts to seek out supplementary intervention methods that are more suitable and accessible. Virtual reality (VR), which has the capacity to integrate the physical and virtual realms, represents one such alternative intervention method. In this study, a systematic review of studies employing VR technology in social skills interventions for individuals with ASD was conducted, and 31 studies were included. The findings indicate the potential benefits of VR applications focusing on the social skills of individuals with ASD. Additionally, this research elucidates the limitations of the studies and offers suggestions for future research. En ligne : https://doi.org/10.1007/s10803-025-06741-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Evaluating Free Serious Game-Based Apps for Teaching Socio-Emotional Skills to Individuals on the Autism Spectrum: A Systematic Review of the Smartphone Markets / Tahere Talebi AZADBONI in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2186-2204 Titre : Evaluating Free Serious Game-Based Apps for Teaching Socio-Emotional Skills to Individuals on the Autism Spectrum: A Systematic Review of the Smartphone Markets Type de document : texte imprimé Auteurs : Tahere Talebi AZADBONI, Auteur ; Farahnaz SADOUGHI, Auteur ; Leili PANAGHI, Auteur ; Somayeh NASIRI, Auteur Article en page(s) : p.2186-2204 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is characterized by restricted and repetitive behaviors or interests, emotional difficulties, and challenges with social communication. Technological tools are crucial for individuals on the autism spectrum as they offer predictable environments free of social demands. Mobile smartphones are particularly suitable for individuals on the autism spectrum due to their attractive screens, visually stimulating displays, high portability, engaging music and game functions, and ease of use. This study investigated the current market situation for game-based mobile applications designed to teach socio-emotional skills to individuals on the autism spectrum. This study focused on identifying game-based mobile applications available on Android and iOS platforms, evaluating the extracted serious games using a serious games assessment tool, and assessing the apps with the Mobile Application Rating Scale (MARS). We also provided suggestions for future designs. 10 applications were identified on the Android and iOS. At first glance, it seems there are several game-based applications for teaching socio-emotional skills to individuals on the autism spectrum, but most of them contain advice and textual information and lack the main aspects of serious games. On average, the design of the selected applications based on the use of serious game design principles can be classified as good. Additionally, more than half of the apps (70%) received an acceptable MARS score. The findings reveal that few apps meet the predetermined criteria for quality, content, or performance, indicating a need for future designs to adhere to these principles. En ligne : https://doi.org/10.1007/s10803-025-06738-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Evaluating Free Serious Game-Based Apps for Teaching Socio-Emotional Skills to Individuals on the Autism Spectrum: A Systematic Review of the Smartphone Markets [texte imprimé] / Tahere Talebi AZADBONI, Auteur ; Farahnaz SADOUGHI, Auteur ; Leili PANAGHI, Auteur ; Somayeh NASIRI, Auteur . - p.2186-2204. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2186-2204 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is characterized by restricted and repetitive behaviors or interests, emotional difficulties, and challenges with social communication. Technological tools are crucial for individuals on the autism spectrum as they offer predictable environments free of social demands. Mobile smartphones are particularly suitable for individuals on the autism spectrum due to their attractive screens, visually stimulating displays, high portability, engaging music and game functions, and ease of use. This study investigated the current market situation for game-based mobile applications designed to teach socio-emotional skills to individuals on the autism spectrum. This study focused on identifying game-based mobile applications available on Android and iOS platforms, evaluating the extracted serious games using a serious games assessment tool, and assessing the apps with the Mobile Application Rating Scale (MARS). We also provided suggestions for future designs. 10 applications were identified on the Android and iOS. At first glance, it seems there are several game-based applications for teaching socio-emotional skills to individuals on the autism spectrum, but most of them contain advice and textual information and lack the main aspects of serious games. On average, the design of the selected applications based on the use of serious game design principles can be classified as good. Additionally, more than half of the apps (70%) received an acceptable MARS score. The findings reveal that few apps meet the predetermined criteria for quality, content, or performance, indicating a need for future designs to adhere to these principles. En ligne : https://doi.org/10.1007/s10803-025-06738-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Intact Neural Responding to Hearing One’s Own Name in Children with Autism / Rachida El KADDOURI in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2205-2218 Titre : Intact Neural Responding to Hearing One’s Own Name in Children with Autism Type de document : texte imprimé Auteurs : Rachida El KADDOURI, Auteur ; Annabel D. NIJHOF, Auteur ; Marcel BRASS, Auteur ; Jan R. WIERSEMA, Auteur Article en page(s) : p.2205-2218 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Diminished responding to one’s own name is one of the strongest and earliest predictors of autism. However, research on the neural correlates of this response in autism is scarce. Here we investigate neural responses to hearing the own name in school-aged children with and without autism. Thirty-four children with autism and 33 without autism (ages 7–13) were presented with three categories of names (own name, close other’s name and unknown other name) as task-irrelevant deviant stimuli in an auditory oddball paradigm, while EEG was recorded. In line with previous findings, parietal P3 amplitudes for the own name were enhanced compared with a close other’s name. Older children showed a stronger self-specific effect than younger children. However, this self-preferential effect was not different between groups, despite the fact that parents of children with autism reported significantly less own-name responsiveness in daily life. Neither the N1 component or SON negativity showed self-specific effects. In school-aged children, only the parietal P3 component, and not the N1 or SON negativity, appears to be enhanced for the own name as compared to a close other’s name. Age seems to have an effect on the own name modulation of the P3 amplitude, which may explain the relatively small overall effect size. Against expectations, groups did not differ on this self-specific effect. Further research into neural and behavioral responses to hearing one’s own name in autism, across different age groups, is warranted. En ligne : https://doi.org/10.1007/s10803-024-06701-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Intact Neural Responding to Hearing One’s Own Name in Children with Autism [texte imprimé] / Rachida El KADDOURI, Auteur ; Annabel D. NIJHOF, Auteur ; Marcel BRASS, Auteur ; Jan R. WIERSEMA, Auteur . - p.2205-2218. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2205-2218 Index. décimale : PER Périodiques Résumé : Diminished responding to one’s own name is one of the strongest and earliest predictors of autism. However, research on the neural correlates of this response in autism is scarce. Here we investigate neural responses to hearing the own name in school-aged children with and without autism. Thirty-four children with autism and 33 without autism (ages 7–13) were presented with three categories of names (own name, close other’s name and unknown other name) as task-irrelevant deviant stimuli in an auditory oddball paradigm, while EEG was recorded. In line with previous findings, parietal P3 amplitudes for the own name were enhanced compared with a close other’s name. Older children showed a stronger self-specific effect than younger children. However, this self-preferential effect was not different between groups, despite the fact that parents of children with autism reported significantly less own-name responsiveness in daily life. Neither the N1 component or SON negativity showed self-specific effects. In school-aged children, only the parietal P3 component, and not the N1 or SON negativity, appears to be enhanced for the own name as compared to a close other’s name. Age seems to have an effect on the own name modulation of the P3 amplitude, which may explain the relatively small overall effect size. Against expectations, groups did not differ on this self-specific effect. Further research into neural and behavioral responses to hearing one’s own name in autism, across different age groups, is warranted. En ligne : https://doi.org/10.1007/s10803-024-06701-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Child and Family Characteristics Associated with Symptoms of Anxiety in Autistic Children: A Biobank Study / Willow J. SAINSBURY in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2219-2230 Titre : Child and Family Characteristics Associated with Symptoms of Anxiety in Autistic Children: A Biobank Study Type de document : texte imprimé Auteurs : Willow J. SAINSBURY, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Lisa WOODS, Auteur ; Terence JIANG, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.2219-2230 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Autistic children have an increased likelihood of anxiety, but more research is needed on the characteristics that predict various types of anxiety in this population. Methods: In this study, we examined a range of child and family predictors of various types of anxiety using a sample of 452 autistic children from the Australian Autism Biobank. We used logistic regression to examine child and family predictors of four common types of anxiety in autistic children: generalised, phobic, separation, and social anxiety. Results: We found that 62.8% of children in this sample had symptoms of at least one type of anxiety. Poor quality sleep habits were the only predictive factor consistently identified across all anxiety symptom types. Specific to children with indicated generalised, separation, and phobic anxiety symptoms were the predictive factors of being older than five years, and specific to generalised and social anxiety were the predictive factors of higher cognitive abilities. Maternal anxiety was also a predictive factor in indicated children’s separation anxiety. Conclusion: These findings can help inform the provision of more targeted support for autistic people, particularly the interaction of poor sleep habits and anxiety symptoms. En ligne : https://doi.org/10.1007/s10803-024-06706-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Child and Family Characteristics Associated with Symptoms of Anxiety in Autistic Children: A Biobank Study [texte imprimé] / Willow J. SAINSBURY, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Lisa WOODS, Auteur ; Terence JIANG, Auteur ; Hannah WADDINGTON, Auteur . - p.2219-2230. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2219-2230 Index. décimale : PER Périodiques Résumé : Purpose: Autistic children have an increased likelihood of anxiety, but more research is needed on the characteristics that predict various types of anxiety in this population. Methods: In this study, we examined a range of child and family predictors of various types of anxiety using a sample of 452 autistic children from the Australian Autism Biobank. We used logistic regression to examine child and family predictors of four common types of anxiety in autistic children: generalised, phobic, separation, and social anxiety. Results: We found that 62.8% of children in this sample had symptoms of at least one type of anxiety. Poor quality sleep habits were the only predictive factor consistently identified across all anxiety symptom types. Specific to children with indicated generalised, separation, and phobic anxiety symptoms were the predictive factors of being older than five years, and specific to generalised and social anxiety were the predictive factors of higher cognitive abilities. Maternal anxiety was also a predictive factor in indicated children’s separation anxiety. Conclusion: These findings can help inform the provision of more targeted support for autistic people, particularly the interaction of poor sleep habits and anxiety symptoms. En ligne : https://doi.org/10.1007/s10803-024-06706-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

“Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students / Elizabeth ATKINSON in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2231-2245 Titre : “Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students Type de document : texte imprimé Auteurs : Elizabeth ATKINSON, Auteur ; Sarah WRIGHT, Auteur ; Henry WOOD-DOWNIE, Auteur Article en page(s) : p.2231-2245 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties than their non-autistic peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Purpose. The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. Methods. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions. Results. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, ‘the school environment’ and ‘acceptance and understanding’. Conclusion. Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging. En ligne : https://doi.org/10.1007/s10803-024-06668-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] “Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students [texte imprimé] / Elizabeth ATKINSON, Auteur ; Sarah WRIGHT, Auteur ; Henry WOOD-DOWNIE, Auteur . - p.2231-2245. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2231-2245 Index. décimale : PER Périodiques Résumé : The prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties than their non-autistic peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Purpose. The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. Methods. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions. Results. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, ‘the school environment’ and ‘acceptance and understanding’. Conclusion. Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging. En ligne : https://doi.org/10.1007/s10803-024-06668-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors / Camille J. WYNN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2246-2257 Titre : Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors Type de document : texte imprimé Auteurs : Camille J. WYNN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Tyus T. ROANHORSE, Auteur ; Megan E. GOLSON, Auteur ; Bryn HARRIS, Auteur ; Jac’lyn BERA, Auteur ; Rabbiya SHAHID, Auteur Article en page(s) : p.2246-2257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The evaluation of social communication and interaction (SC/I) behaviors is foundational to the autism identification process. However, this type of evaluation is made difficult by the fact that SC/I is a construct in which perceptions and expectations are largely influenced by norms and attitudes of different sociodemographic groups. While there are many factors that influence differences in SC/I behaviors across sociodemographic groups, one factor that may be especially important is the perceived value of these behaviors. The purpose of this study is to investigate which sociodemographic factors influence the perceived importance of SC/I behaviors among caregivers of children and adolescents. Caregivers (n = 398) living in the United States completed the Social Communication and Interaction Perceptions Scale (SCIPS). Linear mixed-effect models were used to investigate the relationship between the perceived importance of SC/I behaviors and seven sociodemographic factors as well as determine if this relationship was moderated by SC/I behavior type (i.e., foundational vs. advanced behaviors). Several different sociodemographic factors (i.e., caregiver race/ethnicity, caregiver gender, household income, child disability status, child age, child gender) were associated with caregiver ratings of the perceived importance of SC/I behaviors. This relation was, in some instances (i.e., caregiver race/ethnicity, caregiver gender, child disability status), moderated by whether the SC/I behaviors were foundational or advanced. Our findings highlight the importance of considering the values of caregivers regarding perceived SC/I importance during the autism identification process. En ligne : https://doi.org/10.1007/s10803-024-06711-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors [texte imprimé] / Camille J. WYNN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Tyus T. ROANHORSE, Auteur ; Megan E. GOLSON, Auteur ; Bryn HARRIS, Auteur ; Jac’lyn BERA, Auteur ; Rabbiya SHAHID, Auteur . - p.2246-2257. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2246-2257 Index. décimale : PER Périodiques Résumé : The evaluation of social communication and interaction (SC/I) behaviors is foundational to the autism identification process. However, this type of evaluation is made difficult by the fact that SC/I is a construct in which perceptions and expectations are largely influenced by norms and attitudes of different sociodemographic groups. While there are many factors that influence differences in SC/I behaviors across sociodemographic groups, one factor that may be especially important is the perceived value of these behaviors. The purpose of this study is to investigate which sociodemographic factors influence the perceived importance of SC/I behaviors among caregivers of children and adolescents. Caregivers (n = 398) living in the United States completed the Social Communication and Interaction Perceptions Scale (SCIPS). Linear mixed-effect models were used to investigate the relationship between the perceived importance of SC/I behaviors and seven sociodemographic factors as well as determine if this relationship was moderated by SC/I behavior type (i.e., foundational vs. advanced behaviors). Several different sociodemographic factors (i.e., caregiver race/ethnicity, caregiver gender, household income, child disability status, child age, child gender) were associated with caregiver ratings of the perceived importance of SC/I behaviors. This relation was, in some instances (i.e., caregiver race/ethnicity, caregiver gender, child disability status), moderated by whether the SC/I behaviors were foundational or advanced. Our findings highlight the importance of considering the values of caregivers regarding perceived SC/I importance during the autism identification process. En ligne : https://doi.org/10.1007/s10803-024-06711-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Acquisition of Speech Prosody in a Non-native Tone Language by Children With and Without Autism Spectrum Disorder / Si CHEN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2258-2272 Titre : Acquisition of Speech Prosody in a Non-native Tone Language by Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Si CHEN, Auteur ; Yixin ZHANG, Auteur ; Meixuan LI, Auteur ; Bin LI, Auteur ; Shuang LU, Auteur ; Angel CHAN, Auteur ; Haoyan GE, Auteur ; Tempo TANG, Auteur ; Zhuoming CHEN, Auteur Article en page(s) : p.2258-2272 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Children with autism spectrum disorder (ASD) often show abnormal speech prosody. Tonal languages can pose more difficulties as speakers need to use acoustic cues to make lexical contrasts while encoding the focal function, but the acquisition of speech prosody of non-native languages, especially tonal languages has rarely been investigated. Methods: This study aims to fill in the aforementioned gap by studying prosodic focus-marking in Mandarin by native Cantonese-speaking children with ASD (n = 25), in comparison with their typically developing (TD) peers (n = 20) and native Mandarin-speaking children (n = 20). Natural prosodic marking of different types of focus was elicited by picture-based prompt questions, recorded and analyzed acoustically. Results: The autistic children made use of fewer acoustic cues and produced less evident on-focus expansion in these cues than TD, especially the native-Mandarin speaking peers. They also demonstrated a clear preference to on-focus expansion than to post-focus compression. These children, together with their native Cantonese-speaking peers, also hyper-performed in tone realization, prioritizing lexical prosody over focus marking. Such hyper-performance may further limit their use of prosodic cues in focus marking. However, the difficulties the autistic children faced in the acquisition of speech prosody in a non-native tone language, though found, are not more than those they face in their mother tongue. Conclusion: Multilingual exposure may help the autistic children master the use of some focus marking strategies though they still need interventions to help them to implement their focus-marking knowledge more sufficiently in both native and non-native languages. En ligne : https://doi.org/10.1007/s10803-024-06698-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Acquisition of Speech Prosody in a Non-native Tone Language by Children With and Without Autism Spectrum Disorder [texte imprimé] / Si CHEN, Auteur ; Yixin ZHANG, Auteur ; Meixuan LI, Auteur ; Bin LI, Auteur ; Shuang LU, Auteur ; Angel CHAN, Auteur ; Haoyan GE, Auteur ; Tempo TANG, Auteur ; Zhuoming CHEN, Auteur . - p.2258-2272. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2258-2272 Index. décimale : PER Périodiques Résumé : Purpose: Children with autism spectrum disorder (ASD) often show abnormal speech prosody. Tonal languages can pose more difficulties as speakers need to use acoustic cues to make lexical contrasts while encoding the focal function, but the acquisition of speech prosody of non-native languages, especially tonal languages has rarely been investigated. Methods: This study aims to fill in the aforementioned gap by studying prosodic focus-marking in Mandarin by native Cantonese-speaking children with ASD (n = 25), in comparison with their typically developing (TD) peers (n = 20) and native Mandarin-speaking children (n = 20). Natural prosodic marking of different types of focus was elicited by picture-based prompt questions, recorded and analyzed acoustically. Results: The autistic children made use of fewer acoustic cues and produced less evident on-focus expansion in these cues than TD, especially the native-Mandarin speaking peers. They also demonstrated a clear preference to on-focus expansion than to post-focus compression. These children, together with their native Cantonese-speaking peers, also hyper-performed in tone realization, prioritizing lexical prosody over focus marking. Such hyper-performance may further limit their use of prosodic cues in focus marking. However, the difficulties the autistic children faced in the acquisition of speech prosody in a non-native tone language, though found, are not more than those they face in their mother tongue. Conclusion: Multilingual exposure may help the autistic children master the use of some focus marking strategies though they still need interventions to help them to implement their focus-marking knowledge more sufficiently in both native and non-native languages. En ligne : https://doi.org/10.1007/s10803-024-06698-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Bike-Riding Training may Improve Communication Skills and Stereotyped Behavior in Adolescents With Autism / Saeed ARSHAM in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2273-2281 Titre : Bike-Riding Training may Improve Communication Skills and Stereotyped Behavior in Adolescents With Autism Type de document : texte imprimé Auteurs : Saeed ARSHAM, Auteur ; Maalek MIRZAEI, Auteur ; Christophe DOMINGOS, Auteur Article en page(s) : p.2273-2281 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This research aimed to establish whether 12 weeks of bicycle-riding skills exercises with massed and distributed practice frequency at low and high intensity affect communication performance and stereotyped behavior among adolescent boys with autism. Fifty autistic boys aged 13.3 ± 1.32 years participated in the study. The participants were divided into homogeneous experimental groups (N = 10) with dissimilar training frequencies and intensities, along with a control group. Pre-tests using the GARS-2 test were administered to assess stereotyped behavior and communication skills, followed by post-tests and a one-month follow-up. Non-parametric Kruskal Wallis and ANCOVA results at a significance level of 0.05 showed that there was a significant difference in the post-test of stereotyped behavior and communication skills (p = 0.001 and p = 0.002, respectively) and follow-up test one month later (p = 0.003, p = 0.048, respectively) between the intervention and control groups after performing bike riding skills exercises with low and high intensities and frequencies (one and three sessions per week). Regardless of the intensity and frequency, bike riding skills training during the critical period of adolescence can significantly reduce stereotyped behaviors and enhance communication skills, which can also support positive development in other domains for individuals with autism. En ligne : https://doi.org/10.1007/s10803-024-06694-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Bike-Riding Training may Improve Communication Skills and Stereotyped Behavior in Adolescents With Autism [texte imprimé] / Saeed ARSHAM, Auteur ; Maalek MIRZAEI, Auteur ; Christophe DOMINGOS, Auteur . - p.2273-2281. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2273-2281 Index. décimale : PER Périodiques Résumé : This research aimed to establish whether 12 weeks of bicycle-riding skills exercises with massed and distributed practice frequency at low and high intensity affect communication performance and stereotyped behavior among adolescent boys with autism. Fifty autistic boys aged 13.3 ± 1.32 years participated in the study. The participants were divided into homogeneous experimental groups (N = 10) with dissimilar training frequencies and intensities, along with a control group. Pre-tests using the GARS-2 test were administered to assess stereotyped behavior and communication skills, followed by post-tests and a one-month follow-up. Non-parametric Kruskal Wallis and ANCOVA results at a significance level of 0.05 showed that there was a significant difference in the post-test of stereotyped behavior and communication skills (p = 0.001 and p = 0.002, respectively) and follow-up test one month later (p = 0.003, p = 0.048, respectively) between the intervention and control groups after performing bike riding skills exercises with low and high intensities and frequencies (one and three sessions per week). Regardless of the intensity and frequency, bike riding skills training during the critical period of adolescence can significantly reduce stereotyped behaviors and enhance communication skills, which can also support positive development in other domains for individuals with autism. En ligne : https://doi.org/10.1007/s10803-024-06694-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

A “Round, Bruising Sort of Pain”: Autistic Girls’ Social Camouflaging in Inclusive High School Settings / Brittney L. GOSCICKI in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2282-2295 Titre : A “Round, Bruising Sort of Pain”: Autistic Girls’ Social Camouflaging in Inclusive High School Settings Type de document : texte imprimé Auteurs : Brittney L. GOSCICKI, Auteur ; Mattie E. SCOGGINS, Auteur ; Gabriela Herrera ESPINOSA, Auteur ; Robert M. HODAPP, Auteur Article en page(s) : p.2282-2295 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although autistic females often “camouflage” their autism, few studies examine the degree to which adolescent females demonstrate these behaviors in inclusive school settings. We examined: (a) the nature, extent, and underlying motivation of camouflaging in high school; (b) the extent to which autistic girls’ characteristics related to camouflaging settings, people, benefits, costs, and school supports; and (c) how girls’ open-ended descriptions agreed with closed-ended camouflaging ratings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females’ school-based camouflaging. Thirty-one autistic female adolescents, all included in general education classrooms, answered rating and interview questions. Autistic females camouflaged most often in general education classrooms and with teachers and neurotypical peers that they did not know well; least often at home or with neurodivergent friends. Later age of diagnosis was associated with more camouflaging and camouflaging costs. Qualitative analyses revealed four themes: autistic identity; negative peer experiences; negative consequences of camouflaging; and value of neurodivergent friends. Some qualitative findings converged with quantitative findings, others diverged. Implications are discussed for research and practice for supporting autistic females in general education school settings. En ligne : https://doi.org/10.1007/s10803-024-06716-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] A “Round, Bruising Sort of Pain”: Autistic Girls’ Social Camouflaging in Inclusive High School Settings [texte imprimé] / Brittney L. GOSCICKI, Auteur ; Mattie E. SCOGGINS, Auteur ; Gabriela Herrera ESPINOSA, Auteur ; Robert M. HODAPP, Auteur . - p.2282-2295. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2282-2295 Index. décimale : PER Périodiques Résumé : Although autistic females often “camouflage” their autism, few studies examine the degree to which adolescent females demonstrate these behaviors in inclusive school settings. We examined: (a) the nature, extent, and underlying motivation of camouflaging in high school; (b) the extent to which autistic girls’ characteristics related to camouflaging settings, people, benefits, costs, and school supports; and (c) how girls’ open-ended descriptions agreed with closed-ended camouflaging ratings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females’ school-based camouflaging. Thirty-one autistic female adolescents, all included in general education classrooms, answered rating and interview questions. Autistic females camouflaged most often in general education classrooms and with teachers and neurotypical peers that they did not know well; least often at home or with neurodivergent friends. Later age of diagnosis was associated with more camouflaging and camouflaging costs. Qualitative analyses revealed four themes: autistic identity; negative peer experiences; negative consequences of camouflaging; and value of neurodivergent friends. Some qualitative findings converged with quantitative findings, others diverged. Implications are discussed for research and practice for supporting autistic females in general education school settings. En ligne : https://doi.org/10.1007/s10803-024-06716-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Autistic Girls but Not Boys Show a Strong Association Between Internalizing Symptoms and Social Motivation / Meryssa WAITE in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2296-2310 Titre : Autistic Girls but Not Boys Show a Strong Association Between Internalizing Symptoms and Social Motivation Type de document : texte imprimé Auteurs : Meryssa WAITE, Auteur ; Rachel T. FOULADI, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.2296-2310 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study examined the associations between internalizing symptoms, social motivation, and gender among autistic and non-autistic youth. Caregivers of 386 participants age 6 to 14 years completed measures of their child’s internalizing symptoms and social motivation. Correlation and hierarchical regression analyses were conducted to compare internalizing symptoms and social motivation across autistic and non-autistic girls and boys. Social motivation was found to be higher among non-autistic participants compared to autistic participants, with no significant gender differences observed in social motivation within groups. Social motivation was found to be a significant predictor of internalizing symptoms. The association between social motivation and internalizing symptoms varied by gender and diagnostic status. Higher internalizing symptom scores were associated with lower social motivation among autistic girls, non-autistic girls, and non-autistic boys, but no association was found among autistic boys. The current study found that the relations between social motivation and anxiety, depression, and somatization symptoms in autistic youth varied by gender. The strong association between internalizing symptoms and social motivation among autistic girls and not autistic boys may be due to the unique social experiences and expectations associated with the intersecting gender and neurodivergent identities of autistic girls. The findings of the current study underscore the value of adopting an intersectionality perspective by considering both the influence of gender and neurodivergent identities together when addressing the social experiences and mental health of autistic youth. En ligne : https://doi.org/10.1007/s10803-024-06707-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Autistic Girls but Not Boys Show a Strong Association Between Internalizing Symptoms and Social Motivation [texte imprimé] / Meryssa WAITE, Auteur ; Rachel T. FOULADI, Auteur ; Grace IAROCCI, Auteur . - p.2296-2310. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2296-2310 Index. décimale : PER Périodiques Résumé : The current study examined the associations between internalizing symptoms, social motivation, and gender among autistic and non-autistic youth. Caregivers of 386 participants age 6 to 14 years completed measures of their child’s internalizing symptoms and social motivation. Correlation and hierarchical regression analyses were conducted to compare internalizing symptoms and social motivation across autistic and non-autistic girls and boys. Social motivation was found to be higher among non-autistic participants compared to autistic participants, with no significant gender differences observed in social motivation within groups. Social motivation was found to be a significant predictor of internalizing symptoms. The association between social motivation and internalizing symptoms varied by gender and diagnostic status. Higher internalizing symptom scores were associated with lower social motivation among autistic girls, non-autistic girls, and non-autistic boys, but no association was found among autistic boys. The current study found that the relations between social motivation and anxiety, depression, and somatization symptoms in autistic youth varied by gender. The strong association between internalizing symptoms and social motivation among autistic girls and not autistic boys may be due to the unique social experiences and expectations associated with the intersecting gender and neurodivergent identities of autistic girls. The findings of the current study underscore the value of adopting an intersectionality perspective by considering both the influence of gender and neurodivergent identities together when addressing the social experiences and mental health of autistic youth. En ligne : https://doi.org/10.1007/s10803-024-06707-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Differential Relations Between Parenting and Emotion Regulation in Children with ASD Across Dyadic and Independent Contexts / Jason K. BAKER in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2311-2322 Titre : Differential Relations Between Parenting and Emotion Regulation in Children with ASD Across Dyadic and Independent Contexts Type de document : texte imprimé Auteurs : Jason K. BAKER, Auteur ; Rachel M. FENNING, Auteur ; Perri MCELVAIN, Auteur Article en page(s) : p.2311-2322 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many children with ASD exhibit difficulties with emotion regulation that greatly impair functioning. Certain intrinsic correlates of dysregulation have been identified in this population, but the search for potential environmental influences has been less fruitful. The current study examined several aspects of parenting as correlates of observed regulation in Autistic children, as measured in both parent-child and independent regulatory contexts. A diverse sample of 76 children with ASD aged 6 to 10 years participated in frustrating laboratory tasks with and without their primary caregivers, and the caregivers completed a parenting questionnaire. Emotion regulation, parental scaffolding, and gentle guidance were coded from videotaped interaction, and scores of parental involvement, positive parenting, and inconsistent discipline were obtained through parent report. Differential relations were observed between parenting and children’s regulation when considered across contexts, with parental scaffolding associated with children’s dyadic regulation and parents’ reports of their involvement and discipline associated with children’s independent regulation. Findings support previous evidence identifying a potential delay in the internalization of parental co-regulatory support in Autistic children, and highlight parental involvement as a previously unidentified unique correlate of independent regulation in this population. Implications for conceptualizations of emotion regulation in autism are discussed as is the importance of extending findings through further longitudinal research. En ligne : https://doi.org/10.1007/s10803-025-06720-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Differential Relations Between Parenting and Emotion Regulation in Children with ASD Across Dyadic and Independent Contexts [texte imprimé] / Jason K. BAKER, Auteur ; Rachel M. FENNING, Auteur ; Perri MCELVAIN, Auteur . - p.2311-2322. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2311-2322 Index. décimale : PER Périodiques Résumé : Many children with ASD exhibit difficulties with emotion regulation that greatly impair functioning. Certain intrinsic correlates of dysregulation have been identified in this population, but the search for potential environmental influences has been less fruitful. The current study examined several aspects of parenting as correlates of observed regulation in Autistic children, as measured in both parent-child and independent regulatory contexts. A diverse sample of 76 children with ASD aged 6 to 10 years participated in frustrating laboratory tasks with and without their primary caregivers, and the caregivers completed a parenting questionnaire. Emotion regulation, parental scaffolding, and gentle guidance were coded from videotaped interaction, and scores of parental involvement, positive parenting, and inconsistent discipline were obtained through parent report. Differential relations were observed between parenting and children’s regulation when considered across contexts, with parental scaffolding associated with children’s dyadic regulation and parents’ reports of their involvement and discipline associated with children’s independent regulation. Findings support previous evidence identifying a potential delay in the internalization of parental co-regulatory support in Autistic children, and highlight parental involvement as a previously unidentified unique correlate of independent regulation in this population. Implications for conceptualizations of emotion regulation in autism are discussed as is the importance of extending findings through further longitudinal research. En ligne : https://doi.org/10.1007/s10803-025-06720-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

A Concurrent Validity Study of the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI) in Infants with an Elevated Likelihood or Diagnosis of Autism / Z. BELTEKI in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2323-2338 Titre : A Concurrent Validity Study of the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI) in Infants with an Elevated Likelihood or Diagnosis of Autism Type de document : texte imprimé Auteurs : Z. BELTEKI, Auteur ; E. K. WARD, Auteur ; J. BEGUM-ALI, Auteur ; C. VAN DEN BOOMEN, Auteur ; S. BÖLTE, Auteur ; J. BUITELAAR, Auteur ; T. CHARMAN, Auteur ; E. DEMURIE, Auteur ; T. FALCK-YTTER, Auteur ; S. HUNNIUS, Auteur ; M.H. JOHNSON, Auteur ; E. J.H. JONES, Auteur ; I. OOSTERLING, Auteur ; G. PASCO, Auteur ; M. K. J. PIJL, Auteur ; A. RADKOWSKA, Auteur ; M. RUDLING, Auteur ; P. TOMALSKI, Auteur ; P. WARREYN, Auteur ; C. JUNGE, Auteur ; E. HAMAN, Auteur Article en page(s) : p.2323-2338 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Infants at elevated likelihood for or later diagnosed with autism typically have smaller vocabularies than their peers, as shown by the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI). However, the extent to which MSEL and CDI scores align remains unclear, especially across clinical and non-clinical populations. This study examined whether the concurrent validity of the MSEL and CDI differs based on autism likelihood and diagnosis. Data from 720 14-month-old infants were analysed, grouped by likelihood (elevated vs. typical) and diagnosis at 36 months (diagnosed vs. not diagnosed). Vocabulary scores were compared across both likelihood and diagnostic groups. Moderate correlations were observed between the MSEL and CDI in most groups (rs range = [.34–.58]). One exception was that the expressive scores of elevated likelihood infants on the MSEL and CDI were more closely associated than the expressive scores of typical likelihood infants. Diagnosed infants had lower vocabulary scores than non-diagnosed peers on both the MSEL and CDI. The elevated likelihood group showed lower scores on the MSEL but not the CDI compared to typical likelihood infants. The moderate correlations suggest that the MSEL and CDI assess different aspects of language in infancy. These associations were weaker than previously reported in autistic children. Differences in vocabulary scores across likelihood and diagnostic groups highlight the need for further research to understand the association between these measures. En ligne : https://doi.org/10.1007/s10803-024-06652-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] A Concurrent Validity Study of the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI) in Infants with an Elevated Likelihood or Diagnosis of Autism [texte imprimé] / Z. BELTEKI, Auteur ; E. K. WARD, Auteur ; J. BEGUM-ALI, Auteur ; C. VAN DEN BOOMEN, Auteur ; S. BÖLTE, Auteur ; J. BUITELAAR, Auteur ; T. CHARMAN, Auteur ; E. DEMURIE, Auteur ; T. FALCK-YTTER, Auteur ; S. HUNNIUS, Auteur ; M.H. JOHNSON, Auteur ; E. J.H. JONES, Auteur ; I. OOSTERLING, Auteur ; G. PASCO, Auteur ; M. K. J. PIJL, Auteur ; A. RADKOWSKA, Auteur ; M. RUDLING, Auteur ; P. TOMALSKI, Auteur ; P. WARREYN, Auteur ; C. JUNGE, Auteur ; E. HAMAN, Auteur . - p.2323-2338. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2323-2338 Index. décimale : PER Périodiques Résumé : Infants at elevated likelihood for or later diagnosed with autism typically have smaller vocabularies than their peers, as shown by the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI). However, the extent to which MSEL and CDI scores align remains unclear, especially across clinical and non-clinical populations. This study examined whether the concurrent validity of the MSEL and CDI differs based on autism likelihood and diagnosis. Data from 720 14-month-old infants were analysed, grouped by likelihood (elevated vs. typical) and diagnosis at 36 months (diagnosed vs. not diagnosed). Vocabulary scores were compared across both likelihood and diagnostic groups. Moderate correlations were observed between the MSEL and CDI in most groups (rs range = [.34–.58]). One exception was that the expressive scores of elevated likelihood infants on the MSEL and CDI were more closely associated than the expressive scores of typical likelihood infants. Diagnosed infants had lower vocabulary scores than non-diagnosed peers on both the MSEL and CDI. The elevated likelihood group showed lower scores on the MSEL but not the CDI compared to typical likelihood infants. The moderate correlations suggest that the MSEL and CDI assess different aspects of language in infancy. These associations were weaker than previously reported in autistic children. Differences in vocabulary scores across likelihood and diagnostic groups highlight the need for further research to understand the association between these measures. En ligne : https://doi.org/10.1007/s10803-024-06652-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Self-Bias and Self-Related Mentalizing are Unaltered in Adolescents with Autism / Letizia AMODEO in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2339-2353 Titre : Self-Bias and Self-Related Mentalizing are Unaltered in Adolescents with Autism Type de document : texte imprimé Auteurs : Letizia AMODEO, Auteur ; Annabel D. NIJHOF, Auteur ; David M. WILLIAMS, Auteur ; Jan R. WIERSEMA, Auteur Article en page(s) : p.2339-2353 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The self is a multidimensional concept that can be represented at a pre-reflective (first-order) level, at a deeper, reflective level (second-order), or even at a meta-level (representing one’s own thoughts, i.e. self-related mentalizing). Since self-related processing and mentalizing are crucial for social cognition, both constructs have been researched in individuals with autism, who experience persistent socio-communicative difficulties. Some studies suggested autism-related reductions of the self-bias, i.e. tendency to preferentially process self-related content; while others observed a decreased ability to mentalize on one’s own thoughts in autism. However, prior research examined distinct levels of self-related processing in isolation, in the context of separate studies. En ligne : https://doi.org/10.1007/s10803-024-06705-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Self-Bias and Self-Related Mentalizing are Unaltered in Adolescents with Autism [texte imprimé] / Letizia AMODEO, Auteur ; Annabel D. NIJHOF, Auteur ; David M. WILLIAMS, Auteur ; Jan R. WIERSEMA, Auteur . - p.2339-2353. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2339-2353 Index. décimale : PER Périodiques Résumé : The self is a multidimensional concept that can be represented at a pre-reflective (first-order) level, at a deeper, reflective level (second-order), or even at a meta-level (representing one’s own thoughts, i.e. self-related mentalizing). Since self-related processing and mentalizing are crucial for social cognition, both constructs have been researched in individuals with autism, who experience persistent socio-communicative difficulties. Some studies suggested autism-related reductions of the self-bias, i.e. tendency to preferentially process self-related content; while others observed a decreased ability to mentalize on one’s own thoughts in autism. However, prior research examined distinct levels of self-related processing in isolation, in the context of separate studies. En ligne : https://doi.org/10.1007/s10803-024-06705-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Hair Cortisol in Young Children with Autism and Their Parents: Associations with Child Mental Health, Eating Behavior and Weight Status / Anna VAN DER LUBBE in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2354-2363 Titre : Hair Cortisol in Young Children with Autism and Their Parents: Associations with Child Mental Health, Eating Behavior and Weight Status Type de document : texte imprimé Auteurs : Anna VAN DER LUBBE, Auteur ; Hanna SWAAB, Auteur ; Erica VAN DEN AKKER, Auteur ; Robert VERMEIREN, Auteur ; Wietske A. ESTER, Auteur Article en page(s) : p.2354-2363 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism and their parents face daily challenges that may be stressful for both. However, little is known about biological stress (hair cortisol concentrations [HCC]) in these families and its connection to children’s health outcomes. This study investigates biological stress in children with autism and their parents and its associations with child mental health, eating behavior and BMI. Stress was measured in 102 young children with autism and their parents (101 mothers, 86 fathers) using HCC and self-reported parenting stress (OBVL). Child mental health was measured through autism symptoms (ADOS-2, SRS-2) and problem behavior (CBCL). Child eating behavior (CEBQ) and BMIz were also measured. Children with autism had higher HCC than their peers. Child HCC was not linked to mental health, eating behavior, or BMIz. Maternal stress (self-reported and HCC) was associated with child problem behavior. In fathers, self-reported parenting stress correlated with child autism symptoms (SRS-2) and behavior problems. Both parents’ self-reported stress was associated with child eating behavior, specifically emotional undereating and overeating. In conclusion, higher HCC levels in children with autism in comparison to children from the general population, suggest differences in stress-regulation in children with autism. Given these findings, monitoring HCC in research and clinical practice could improve our understanding of stress-regulation in children with autism. The association between parental stress and children’s mental health and eating behaviors, underscores the importance of considering family dynamics in clinical (preventive) interventions and in further research that addresses the mental and physical health of children with autism. En ligne : https://doi.org/10.1007/s10803-024-06672-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Hair Cortisol in Young Children with Autism and Their Parents: Associations with Child Mental Health, Eating Behavior and Weight Status [texte imprimé] / Anna VAN DER LUBBE, Auteur ; Hanna SWAAB, Auteur ; Erica VAN DEN AKKER, Auteur ; Robert VERMEIREN, Auteur ; Wietske A. ESTER, Auteur . - p.2354-2363. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2354-2363 Index. décimale : PER Périodiques Résumé : Children with autism and their parents face daily challenges that may be stressful for both. However, little is known about biological stress (hair cortisol concentrations [HCC]) in these families and its connection to children’s health outcomes. This study investigates biological stress in children with autism and their parents and its associations with child mental health, eating behavior and BMI. Stress was measured in 102 young children with autism and their parents (101 mothers, 86 fathers) using HCC and self-reported parenting stress (OBVL). Child mental health was measured through autism symptoms (ADOS-2, SRS-2) and problem behavior (CBCL). Child eating behavior (CEBQ) and BMIz were also measured. Children with autism had higher HCC than their peers. Child HCC was not linked to mental health, eating behavior, or BMIz. Maternal stress (self-reported and HCC) was associated with child problem behavior. In fathers, self-reported parenting stress correlated with child autism symptoms (SRS-2) and behavior problems. Both parents’ self-reported stress was associated with child eating behavior, specifically emotional undereating and overeating. In conclusion, higher HCC levels in children with autism in comparison to children from the general population, suggest differences in stress-regulation in children with autism. Given these findings, monitoring HCC in research and clinical practice could improve our understanding of stress-regulation in children with autism. The association between parental stress and children’s mental health and eating behaviors, underscores the importance of considering family dynamics in clinical (preventive) interventions and in further research that addresses the mental and physical health of children with autism. En ligne : https://doi.org/10.1007/s10803-024-06672-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

The Transition to Kindergarten for Hispanic and Latine Autistic Children: A Focus Group Study with Caregivers / Emily JELLINEK-RUSSO in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2364-2379 Titre : The Transition to Kindergarten for Hispanic and Latine Autistic Children: A Focus Group Study with Caregivers Type de document : texte imprimé Auteurs : Emily JELLINEK-RUSSO, Auteur ; Milena KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur ; Ivana LOZANO, Auteur ; Brenda DURAN, Auteur ; Rachel H. FEIN, Auteur ; Jorge GONZALEZ, Auteur ; Susan X. DAY, Auteur Article en page(s) : p.2364-2379 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Past research highlights the different facilitators and barriers that caregivers of children on the autism spectrum experience during the transition to kindergarten and when navigating special education services. Caregivers who identify as Hispanic and/or Latine may face distinct challenges during this process, such as language differences, differences in understanding autism and special education, and barriers to advocating for their child. Hispanic and Latine caregivers also have strengths, resources, and strategies (i.e. cultural capital) that they use during this time. However, there is little research aimed at understanding the unique experiences of Hispanic and Latine caregivers of autistic children during their entry to kindergarten. Methods: To address this shortcoming, the current study used qualitative methods and thematic analysis to explore the transition to kindergarten experiences of four caregivers of autistic children. Results: This study identified strengths, supportive practices, and challenges that participants experienced fell under four major themes: importance of proactive and ongoing partnerships between caregivers and schools, navigating unfamiliar language and processes, the need for dissemination of information about autism to teachers and support from trusted systems. Themes highlighted challenges such as communication differences, unfamiliar school processes, community and teacher misconceptions about autism. Facilitators the transition included proactive communication, shared goals and partnerships with school. Yosso’s Community Cultural Wealth Framework is integrated into the discussion of themes and the forms of cultural capital participants used to support their child. Conclusion: Recommendations for practice and research to support Hispanic and Latine autistic children during the kindergarten transition are provided. En ligne : https://doi.org/10.1007/s10803-025-06721-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] The Transition to Kindergarten for Hispanic and Latine Autistic Children: A Focus Group Study with Caregivers [texte imprimé] / Emily JELLINEK-RUSSO, Auteur ; Milena KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur ; Ivana LOZANO, Auteur ; Brenda DURAN, Auteur ; Rachel H. FEIN, Auteur ; Jorge GONZALEZ, Auteur ; Susan X. DAY, Auteur . - p.2364-2379. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2364-2379 Index. décimale : PER Périodiques Résumé : Purpose: Past research highlights the different facilitators and barriers that caregivers of children on the autism spectrum experience during the transition to kindergarten and when navigating special education services. Caregivers who identify as Hispanic and/or Latine may face distinct challenges during this process, such as language differences, differences in understanding autism and special education, and barriers to advocating for their child. Hispanic and Latine caregivers also have strengths, resources, and strategies (i.e. cultural capital) that they use during this time. However, there is little research aimed at understanding the unique experiences of Hispanic and Latine caregivers of autistic children during their entry to kindergarten. Methods: To address this shortcoming, the current study used qualitative methods and thematic analysis to explore the transition to kindergarten experiences of four caregivers of autistic children. Results: This study identified strengths, supportive practices, and challenges that participants experienced fell under four major themes: importance of proactive and ongoing partnerships between caregivers and schools, navigating unfamiliar language and processes, the need for dissemination of information about autism to teachers and support from trusted systems. Themes highlighted challenges such as communication differences, unfamiliar school processes, community and teacher misconceptions about autism. Facilitators the transition included proactive communication, shared goals and partnerships with school. Yosso’s Community Cultural Wealth Framework is integrated into the discussion of themes and the forms of cultural capital participants used to support their child. Conclusion: Recommendations for practice and research to support Hispanic and Latine autistic children during the kindergarten transition are provided. En ligne : https://doi.org/10.1007/s10803-025-06721-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Validating the RISE Communication Play Protocol as a Diagnostic Tool for Autism in Early Childhood: A Pilot Study / Yael G. DAI in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2380-2390 Titre : Validating the RISE Communication Play Protocol as a Diagnostic Tool for Autism in Early Childhood: A Pilot Study Type de document : texte imprimé Auteurs : Yael G. DAI, Auteur ; Daina M. TAGAVI, Auteur ; Wendy L. STONE, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.2380-2390 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There are few validated remote tools that can be used to assess for autism and to capture subtle changes in children’s social communication over time. Recently, user-centered design principles were applied to develop a parent-mediated remote assessment, the Reciprocal Imitation and Social Engagement Child Play Protocol (RISE CPP) to enable researchers to capture micro-level behaviors in children, while promoting useability for researchers and families, reducing caregiver burden, and maintaining reliability. This paper describes a pilot study to validate the RISE CPP as a tool to support clinician diagnosis of autism. Thirty-eight caregiver-child dyads (24–41 months, M = 34, SD = 4; 86% male) completed a remote parent-mediated assessment at home (RISE CPP) and an in-lab clinician-led assessment (Autism Diagnostic Observation Schedule; ADOS-2). Independent clinician diagnosis based on observations across the remote and in-lab assessments showed agreement for all but one child (K = .89). Clinicians completing in-person and remote assessments reported similar levels of confidence in their diagnoses, t(37) = 0.93, p = .36, d = .15. Mixed-methods analysis revealed unique benefits and challenges to the remote and in-person assessments and suggested that both assessments were acceptable to caregivers. Results provide preliminary support for the RISE CPP as a diagnostic tool. The remote administration may increase equity for clinical and research diagnostic assessments among families who are traditionally underserved and underrepresented in research. En ligne : https://doi.org/10.1007/s10803-025-06719-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Validating the RISE Communication Play Protocol as a Diagnostic Tool for Autism in Early Childhood: A Pilot Study [texte imprimé] / Yael G. DAI, Auteur ; Daina M. TAGAVI, Auteur ; Wendy L. STONE, Auteur ; Alice S. CARTER, Auteur . - p.2380-2390. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2380-2390 Index. décimale : PER Périodiques Résumé : There are few validated remote tools that can be used to assess for autism and to capture subtle changes in children’s social communication over time. Recently, user-centered design principles were applied to develop a parent-mediated remote assessment, the Reciprocal Imitation and Social Engagement Child Play Protocol (RISE CPP) to enable researchers to capture micro-level behaviors in children, while promoting useability for researchers and families, reducing caregiver burden, and maintaining reliability. This paper describes a pilot study to validate the RISE CPP as a tool to support clinician diagnosis of autism. Thirty-eight caregiver-child dyads (24–41 months, M = 34, SD = 4; 86% male) completed a remote parent-mediated assessment at home (RISE CPP) and an in-lab clinician-led assessment (Autism Diagnostic Observation Schedule; ADOS-2). Independent clinician diagnosis based on observations across the remote and in-lab assessments showed agreement for all but one child (K = .89). Clinicians completing in-person and remote assessments reported similar levels of confidence in their diagnoses, t(37) = 0.93, p = .36, d = .15. Mixed-methods analysis revealed unique benefits and challenges to the remote and in-person assessments and suggested that both assessments were acceptable to caregivers. Results provide preliminary support for the RISE CPP as a diagnostic tool. The remote administration may increase equity for clinical and research diagnostic assessments among families who are traditionally underserved and underrepresented in research. En ligne : https://doi.org/10.1007/s10803-025-06719-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Oculomotor Function in Children and Adolescents with Autism, ADHD or Co-occurring Autism and ADHD / Elana J. FORBES in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2391-2407 Titre : Oculomotor Function in Children and Adolescents with Autism, ADHD or Co-occurring Autism and ADHD Type de document : texte imprimé Auteurs : Elana J. FORBES, Auteur ; Jeggan TIEGO, Auteur ; Joshua LANGMEAD, Auteur ; Kathryn E. UNRUH, Auteur ; Matthew W. MOSCONI, Auteur ; Amy FINLAY, Auteur ; Kathryn KALLADY, Auteur ; Lydia MACLACHLAN, Auteur ; Mia MOSES, Auteur ; Kai CAPPEL, Auteur ; Rachael KNOTT, Auteur ; Tracey CHAU, Auteur ; Vishnu Priya Mohanakumar SINDHU, Auteur ; Alessio BELLATO, Auteur ; Madeleine J. GROOM, Auteur ; Rebecca KERESTES, Auteur ; Mark A. BELLGROVE, Auteur ; Beth P. JOHNSON, Auteur Article en page(s) : p.2391-2407 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Oculomotor characteristics, including accuracy, timing, and sensorimotor processing, are considered sensitive intermediate phenotypes for understanding the etiology of neurodevelopmental conditions, such as autism and ADHD. Oculomotor characteristics have predominantly been studied separately in autism and ADHD. Despite the high rates of co-occurrence between these conditions, only one study has investigated oculomotor processes among those with co-occurring autism + ADHD. Four hundred and five (n = 405; 226 males) Australian children and adolescents aged 4 to 18 years (M = 9.64 years; SD = 3.20 years) with ADHD (n = 64), autism (n = 66), autism + ADHD (n = 146), or neurotypical individuals (n = 129) were compared across four different oculomotor tasks: visually guided saccade, anti-saccade, sinusoidal pursuit and step-ramp pursuit. Confirmatory analyses were conducted using separate datasets acquired from the University of Nottingham UK (n = 17 autism, n = 22 ADHD, n = 32 autism + ADHD, n = 30 neurotypical) and University of Kansas USA (n = 29 autism, n = 41 neurotypical). Linear mixed effect models controlling for sex, age and family revealed that children and adolescents with autism + ADHD exhibited increased variability in the accuracy of the final saccadic eye position compared to neurotypical children and adolescents. Autistic children and adolescents demonstrated a greater number of catch-up saccades during step-ramp pursuit compared to neurotypical children and adolescents. These findings suggest that select differences in saccadic precision are unique to autistic individuals with co-occurring ADHD, indicating that measuring basic sensorimotor processes may be useful for parsing neurodevelopment and clinical heterogeneity in autism. En ligne : https://doi.org/10.1007/s10803-024-06718-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Oculomotor Function in Children and Adolescents with Autism, ADHD or Co-occurring Autism and ADHD [texte imprimé] / Elana J. FORBES, Auteur ; Jeggan TIEGO, Auteur ; Joshua LANGMEAD, Auteur ; Kathryn E. UNRUH, Auteur ; Matthew W. MOSCONI, Auteur ; Amy FINLAY, Auteur ; Kathryn KALLADY, Auteur ; Lydia MACLACHLAN, Auteur ; Mia MOSES, Auteur ; Kai CAPPEL, Auteur ; Rachael KNOTT, Auteur ; Tracey CHAU, Auteur ; Vishnu Priya Mohanakumar SINDHU, Auteur ; Alessio BELLATO, Auteur ; Madeleine J. GROOM, Auteur ; Rebecca KERESTES, Auteur ; Mark A. BELLGROVE, Auteur ; Beth P. JOHNSON, Auteur . - p.2391-2407. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2391-2407 Index. décimale : PER Périodiques Résumé : Oculomotor characteristics, including accuracy, timing, and sensorimotor processing, are considered sensitive intermediate phenotypes for understanding the etiology of neurodevelopmental conditions, such as autism and ADHD. Oculomotor characteristics have predominantly been studied separately in autism and ADHD. Despite the high rates of co-occurrence between these conditions, only one study has investigated oculomotor processes among those with co-occurring autism + ADHD. Four hundred and five (n = 405; 226 males) Australian children and adolescents aged 4 to 18 years (M = 9.64 years; SD = 3.20 years) with ADHD (n = 64), autism (n = 66), autism + ADHD (n = 146), or neurotypical individuals (n = 129) were compared across four different oculomotor tasks: visually guided saccade, anti-saccade, sinusoidal pursuit and step-ramp pursuit. Confirmatory analyses were conducted using separate datasets acquired from the University of Nottingham UK (n = 17 autism, n = 22 ADHD, n = 32 autism + ADHD, n = 30 neurotypical) and University of Kansas USA (n = 29 autism, n = 41 neurotypical). Linear mixed effect models controlling for sex, age and family revealed that children and adolescents with autism + ADHD exhibited increased variability in the accuracy of the final saccadic eye position compared to neurotypical children and adolescents. Autistic children and adolescents demonstrated a greater number of catch-up saccades during step-ramp pursuit compared to neurotypical children and adolescents. These findings suggest that select differences in saccadic precision are unique to autistic individuals with co-occurring ADHD, indicating that measuring basic sensorimotor processes may be useful for parsing neurodevelopment and clinical heterogeneity in autism. En ligne : https://doi.org/10.1007/s10803-024-06718-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Social Network Types in Autistic Adults and Its Associations with Mastery, Quality of Life, and Autism Characteristics / Rinske M. VAN DEN HEUVEL in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2408-2419 Titre : Social Network Types in Autistic Adults and Its Associations with Mastery, Quality of Life, and Autism Characteristics Type de document : texte imprimé Auteurs : Rinske M. VAN DEN HEUVEL, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Tulsi A. RADHOE, Auteur ; Wikke J. VAN DER PUTTEN, Auteur ; Carolien TORENVLIET, Auteur ; Si WEN, Auteur ; Michel WENSING, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.2408-2419 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research shows heterogeneity in experiences of social contact and social networks in autistic adults. In this study, we aim to identify clusters of social support networks and investigate associations of clusters with mastery, quality of life, and autism characteristics. Autistic adults (N = 381; 45.7% female) aged between 30 and 90 years completed questionnaires on social support characteristics, mastery, autism characteristics, and quality of life. A two-step cluster analysis was used to identify clusters based on social support network items. The cluster analysis revealed three clusters: Cluster 1 (n = 238) with two or more close persons, sometimes including a romantic partner; Cluster 2 (n = 102) with solely a romantic partner as close person; and Cluster 3 (n = 41) without any close persons. Level of emotional support was the most important clustering indicator. People in Cluster 3 reported lower quality of life regarding social relationships and mastery, autism characteristics, and other quality of life scales were similar across clusters. Absence or presence of close persons significantly impacts quality of life regarding social relationships in autistic adults, which highlights the importance of addressing (satisfaction with) social support. In order to enhance quality of life, offering social network interventions to increase social support seems especially relevant for autistic people belonging to Cluster 3. En ligne : https://doi.org/10.1007/s10803-025-06722-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Social Network Types in Autistic Adults and Its Associations with Mastery, Quality of Life, and Autism Characteristics [texte imprimé] / Rinske M. VAN DEN HEUVEL, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Tulsi A. RADHOE, Auteur ; Wikke J. VAN DER PUTTEN, Auteur ; Carolien TORENVLIET, Auteur ; Si WEN, Auteur ; Michel WENSING, Auteur ; Hilde M. GEURTS, Auteur . - p.2408-2419. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2408-2419 Index. décimale : PER Périodiques Résumé : Research shows heterogeneity in experiences of social contact and social networks in autistic adults. In this study, we aim to identify clusters of social support networks and investigate associations of clusters with mastery, quality of life, and autism characteristics. Autistic adults (N = 381; 45.7% female) aged between 30 and 90 years completed questionnaires on social support characteristics, mastery, autism characteristics, and quality of life. A two-step cluster analysis was used to identify clusters based on social support network items. The cluster analysis revealed three clusters: Cluster 1 (n = 238) with two or more close persons, sometimes including a romantic partner; Cluster 2 (n = 102) with solely a romantic partner as close person; and Cluster 3 (n = 41) without any close persons. Level of emotional support was the most important clustering indicator. People in Cluster 3 reported lower quality of life regarding social relationships and mastery, autism characteristics, and other quality of life scales were similar across clusters. Absence or presence of close persons significantly impacts quality of life regarding social relationships in autistic adults, which highlights the importance of addressing (satisfaction with) social support. In order to enhance quality of life, offering social network interventions to increase social support seems especially relevant for autistic people belonging to Cluster 3. En ligne : https://doi.org/10.1007/s10803-025-06722-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

A Qualitative Analysis of Unintentional Injuries in Autism Spectrum Disorder / Casie H. MORGAN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2420-2431 Titre : A Qualitative Analysis of Unintentional Injuries in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Casie H. MORGAN, Auteur ; Alecia MERCIER, Auteur ; Brianna STEIN, Auteur ; Kristi Carter GUEST, Auteur ; Sarah E. O’KELLEY, Auteur ; David C. SCHWEBEL, Auteur Article en page(s) : p.2420-2431 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Prior research demonstrates that children with autism are more likely to experience unintentional injuries than the general population. Limited research exists on the symptoms or traits directly related to autism and this elevated injury rate, especially from the perspective of families with children with autism. This study used qualitative methodology to elucidate risk factors that may contribute to unintentional injuries in children with autism from the perspective of mothers raising children with autism. En ligne : https://doi.org/10.1007/s10803-025-06729-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] A Qualitative Analysis of Unintentional Injuries in Autism Spectrum Disorder [texte imprimé] / Casie H. MORGAN, Auteur ; Alecia MERCIER, Auteur ; Brianna STEIN, Auteur ; Kristi Carter GUEST, Auteur ; Sarah E. O’KELLEY, Auteur ; David C. SCHWEBEL, Auteur . - p.2420-2431. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2420-2431 Index. décimale : PER Périodiques Résumé : Prior research demonstrates that children with autism are more likely to experience unintentional injuries than the general population. Limited research exists on the symptoms or traits directly related to autism and this elevated injury rate, especially from the perspective of families with children with autism. This study used qualitative methodology to elucidate risk factors that may contribute to unintentional injuries in children with autism from the perspective of mothers raising children with autism. En ligne : https://doi.org/10.1007/s10803-025-06729-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Operationalizing the ICF Core Sets for Autism and ADHD: A Multiple-Methods Feasibility Study / Lovisa ALEHAGEN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2432-2447 Titre : Operationalizing the ICF Core Sets for Autism and ADHD: A Multiple-Methods Feasibility Study Type de document : texte imprimé Auteurs : Lovisa ALEHAGEN, Auteur ; John HASSLINGER, Auteur ; Elina WESSMAN, Auteur ; Melissa BLACK, Auteur ; Karl LUNDIN REMNÉLIUS, Auteur ; Johan HELANDER, Auteur ; Eric ZANDER, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.2432-2447 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The International Classification of Functioning, Disability and Health (ICF) is the World Health Organization’s (WHO) standard for assessing individual functioning. Over the last decade, the ICF has been made more accessible for autism and ADHD through the development and validation of tailored shorter ICF versions for these diagnoses, ICF Core Sets. To further enhance their applicability in research and practice, these Core Sets have been operationalized and implemented on an online platform, the ICF CoreSets platform. Here, we describe the iterative development process of the CoreSets platform. This multiple-methods study examines user feedback on the operationalization of the Core Sets and the feasibility of the CoreSets platform as a functional assessment for autism and ADHD. We collected a total of 678 assessments from the CoreSets platform. Individuals diagnosed with autism and/or ADHD, their relatives, participants from the general population, and professionals completed and provided feedback on the usability of the CoreSets platform. Qualitative feedback via interviews and focus groups were also collected. Qualitative data were analysed via content analysis, while quantitative data were examined using univariate and descriptive techniques. Findings show that the ICF CoreSets platform is feasible and user-friendly, but areas for improvement were also indicated, leading to additional refinement of the operationalization and platform. The operationalization of the ICF Core Sets and their implementation in the CoreSets platform appears adequate for use in research and practice, particularly after revisions indicated by future users, and is now ready for psychometric standardization. En ligne : https://doi.org/10.1007/s10803-024-06717-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Operationalizing the ICF Core Sets for Autism and ADHD: A Multiple-Methods Feasibility Study [texte imprimé] / Lovisa ALEHAGEN, Auteur ; John HASSLINGER, Auteur ; Elina WESSMAN, Auteur ; Melissa BLACK, Auteur ; Karl LUNDIN REMNÉLIUS, Auteur ; Johan HELANDER, Auteur ; Eric ZANDER, Auteur ; Sven BÖLTE, Auteur . - p.2432-2447. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2432-2447 Index. décimale : PER Périodiques Résumé : The International Classification of Functioning, Disability and Health (ICF) is the World Health Organization’s (WHO) standard for assessing individual functioning. Over the last decade, the ICF has been made more accessible for autism and ADHD through the development and validation of tailored shorter ICF versions for these diagnoses, ICF Core Sets. To further enhance their applicability in research and practice, these Core Sets have been operationalized and implemented on an online platform, the ICF CoreSets platform. Here, we describe the iterative development process of the CoreSets platform. This multiple-methods study examines user feedback on the operationalization of the Core Sets and the feasibility of the CoreSets platform as a functional assessment for autism and ADHD. We collected a total of 678 assessments from the CoreSets platform. Individuals diagnosed with autism and/or ADHD, their relatives, participants from the general population, and professionals completed and provided feedback on the usability of the CoreSets platform. Qualitative feedback via interviews and focus groups were also collected. Qualitative data were analysed via content analysis, while quantitative data were examined using univariate and descriptive techniques. Findings show that the ICF CoreSets platform is feasible and user-friendly, but areas for improvement were also indicated, leading to additional refinement of the operationalization and platform. The operationalization of the ICF Core Sets and their implementation in the CoreSets platform appears adequate for use in research and practice, particularly after revisions indicated by future users, and is now ready for psychometric standardization. En ligne : https://doi.org/10.1007/s10803-024-06717-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Qualitative Exploration and Proof of Concept Toward the Development of the Burnout Assessment for Developmental Disability Settings (BADDS) for Behavioral Health Providers / Summer BOTTINI in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2448-2460 Titre : Qualitative Exploration and Proof of Concept Toward the Development of the Burnout Assessment for Developmental Disability Settings (BADDS) for Behavioral Health Providers Type de document : texte imprimé Auteurs : Summer BOTTINI, Auteur ; Jennifer GILLIS MATTSON, Auteur ; Jessica HERROD, Auteur ; Cynthia SINHA, Auteur ; Mindy SCHEITHAUER, Auteur ; Joanna Lomas MEVERS, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.2448-2460 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present evaluation aimed to begin development of a survey tool for measuring workplace stressors specific to behavioral health providers in clinical settings for autism and related developmental disabilities: the Burnout Assessment for Developmental Disability Settings (BADDS). BADDS development was guided by Patient-Reported Outcomes Measurement Information System (PROMIS®; Cella et al., (Journal of Clinical Epidemiology, 63(11), 1179–1194, 2010) procedures. We used a qualitative analysis to define the target conceptual model (Phase 1). Using the analysis and reported lived experiences, we generated individual items for the BADDS. We then piloted these items in an online survey study to examine correlations with established measures of burnout (Phase 2). Finally, we used a modified Delphi approach to refine items with an expert panel, resulting in a preliminary item pool for the BADDS (Phase 3). Qualitative interviews produced a framework of four themes and nine sub-themes for analysis. Initial items were written across each theme and sub-theme. Findings from preliminary psychometric evaluation in Phase 2 demonstrated promising internal consistency, score stability, and positive associations with validated measures of burnout level. Finally in Phase 3, an expert panel edited items for relevance and clarity across three iterations of feedback. Though further analysis is needed, the BADDS tool has the potential to provide a conceptual analysis of burnout by identifying workplace stressors impacting behavioral health providers in autism service settings. This is in contrast to existing measures that solely inquire burnout level, but do not identify causes of job stress. Organizations may develop more effective strategies for mitigating burnout within their specific setting by incorporating assessments such as the BADDS into burnout interventions for providers. En ligne : https://doi.org/10.1007/s10803-025-06728-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Qualitative Exploration and Proof of Concept Toward the Development of the Burnout Assessment for Developmental Disability Settings (BADDS) for Behavioral Health Providers [texte imprimé] / Summer BOTTINI, Auteur ; Jennifer GILLIS MATTSON, Auteur ; Jessica HERROD, Auteur ; Cynthia SINHA, Auteur ; Mindy SCHEITHAUER, Auteur ; Joanna Lomas MEVERS, Auteur ; Lawrence SCAHILL, Auteur . - p.2448-2460. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2448-2460 Index. décimale : PER Périodiques Résumé : The present evaluation aimed to begin development of a survey tool for measuring workplace stressors specific to behavioral health providers in clinical settings for autism and related developmental disabilities: the Burnout Assessment for Developmental Disability Settings (BADDS). BADDS development was guided by Patient-Reported Outcomes Measurement Information System (PROMIS®; Cella et al., (Journal of Clinical Epidemiology, 63(11), 1179–1194, 2010) procedures. We used a qualitative analysis to define the target conceptual model (Phase 1). Using the analysis and reported lived experiences, we generated individual items for the BADDS. We then piloted these items in an online survey study to examine correlations with established measures of burnout (Phase 2). Finally, we used a modified Delphi approach to refine items with an expert panel, resulting in a preliminary item pool for the BADDS (Phase 3). Qualitative interviews produced a framework of four themes and nine sub-themes for analysis. Initial items were written across each theme and sub-theme. Findings from preliminary psychometric evaluation in Phase 2 demonstrated promising internal consistency, score stability, and positive associations with validated measures of burnout level. Finally in Phase 3, an expert panel edited items for relevance and clarity across three iterations of feedback. Though further analysis is needed, the BADDS tool has the potential to provide a conceptual analysis of burnout by identifying workplace stressors impacting behavioral health providers in autism service settings. This is in contrast to existing measures that solely inquire burnout level, but do not identify causes of job stress. Organizations may develop more effective strategies for mitigating burnout within their specific setting by incorporating assessments such as the BADDS into burnout interventions for providers. En ligne : https://doi.org/10.1007/s10803-025-06728-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

The Impact of Art-Based Interventions on Emotional Regulation in Chinese Children with Autism: A Drawing Therapy Approach / Qi AN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2461-2468 Titre : The Impact of Art-Based Interventions on Emotional Regulation in Chinese Children with Autism: A Drawing Therapy Approach Type de document : texte imprimé Auteurs : Qi AN, Auteur Article en page(s) : p.2461-2468 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The study of effective measures to improve emotional regulation and social responsiveness in children with Autism Spectrum Disorder (ASD) is of significant importance for the adaptation of this group of children. The aim of this research was to evaluate the impact of a 6-month drawing therapy program on preschool-aged children with ASD. En ligne : https://doi.org/10.1007/s10803-025-06727-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] The Impact of Art-Based Interventions on Emotional Regulation in Chinese Children with Autism: A Drawing Therapy Approach [texte imprimé] / Qi AN, Auteur . - p.2461-2468. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2461-2468 Index. décimale : PER Périodiques Résumé : The study of effective measures to improve emotional regulation and social responsiveness in children with Autism Spectrum Disorder (ASD) is of significant importance for the adaptation of this group of children. The aim of this research was to evaluate the impact of a 6-month drawing therapy program on preschool-aged children with ASD. En ligne : https://doi.org/10.1007/s10803-025-06727-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Prevalence of Autism Spectrum Disorder Among Children and Adolescents in the United States from 2021 to 2022 / Xiaofang YAN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2469-2475 Titre : Prevalence of Autism Spectrum Disorder Among Children and Adolescents in the United States from 2021 to 2022 Type de document : texte imprimé Auteurs : Xiaofang YAN, Auteur ; Yanmei LI, Auteur ; Qishan LI, Auteur ; Qian LI, Auteur ; Guifeng XU, Auteur ; Jinhua LU, Auteur ; Wenhan YANG, Auteur Article en page(s) : p.2469-2475 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The prevalence of autism spectrum disorder (ASD) among children and adolescents seem to be high in countries around the world, and it’s worth understanding the latest prevalence and trends of ASD in children and adolescents. The purpose of this study was to examine the latest prevalence and decade trend of ASD among individuals aged 3–17 years in the United States. En ligne : https://doi.org/10.1007/s10803-024-06390-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Prevalence of Autism Spectrum Disorder Among Children and Adolescents in the United States from 2021 to 2022 [texte imprimé] / Xiaofang YAN, Auteur ; Yanmei LI, Auteur ; Qishan LI, Auteur ; Qian LI, Auteur ; Guifeng XU, Auteur ; Jinhua LU, Auteur ; Wenhan YANG, Auteur . - p.2469-2475. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2469-2475 Index. décimale : PER Périodiques Résumé : The prevalence of autism spectrum disorder (ASD) among children and adolescents seem to be high in countries around the world, and it’s worth understanding the latest prevalence and trends of ASD in children and adolescents. The purpose of this study was to examine the latest prevalence and decade trend of ASD among individuals aged 3–17 years in the United States. En ligne : https://doi.org/10.1007/s10803-024-06390-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Brief Report: Self-Reported Medication Use in Individuals Diagnosed with Autism Spectrum Disorder in Adulthood: A U.S. Clinic Sample from 2012 to 2022 / A.K. IZUNO-GARCIA in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2476-2480 Titre : Brief Report: Self-Reported Medication Use in Individuals Diagnosed with Autism Spectrum Disorder in Adulthood: A U.S. Clinic Sample from 2012 to 2022 Type de document : texte imprimé Auteurs : A.K. IZUNO-GARCIA, Auteur ; J.L. VANDERBURG, Auteur ; A.F. PAGÁN, Auteur ; K.A. LOVELAND, Auteur Article en page(s) : p.2476-2480 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As the understanding of autism spectrum disorder (ASD) across the lifespan has increased, so has the number of individuals being identified with ASD for the first time in adulthood. Understanding co-occurring psychiatric conditions in this subset of the ASD population is a growing focus of research; however, little is known about the rate at which psychiatric medications are prescribed to adults with a first-time diagnosis of ASD. The purpose of this study was to examine self-reported medication use in persons diagnosed with ASD in adulthood in a clinic sample (2012–2022) in the United States. En ligne : https://doi.org/10.1007/s10803-024-06397-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Brief Report: Self-Reported Medication Use in Individuals Diagnosed with Autism Spectrum Disorder in Adulthood: A U.S. Clinic Sample from 2012 to 2022 [texte imprimé] / A.K. IZUNO-GARCIA, Auteur ; J.L. VANDERBURG, Auteur ; A.F. PAGÁN, Auteur ; K.A. LOVELAND, Auteur . - p.2476-2480. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2476-2480 Index. décimale : PER Périodiques Résumé : As the understanding of autism spectrum disorder (ASD) across the lifespan has increased, so has the number of individuals being identified with ASD for the first time in adulthood. Understanding co-occurring psychiatric conditions in this subset of the ASD population is a growing focus of research; however, little is known about the rate at which psychiatric medications are prescribed to adults with a first-time diagnosis of ASD. The purpose of this study was to examine self-reported medication use in persons diagnosed with ASD in adulthood in a clinic sample (2012–2022) in the United States. En ligne : https://doi.org/10.1007/s10803-024-06397-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588