Dépouillements

When Ableism Supplants Evidence: Federal Autism Guidance in the United States / Kristen BOTTEMA-BEUTEL in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1657-1662 Titre : When Ableism Supplants Evidence: Federal Autism Guidance in the United States Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : p.1657-1662 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261439928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] When Ableism Supplants Evidence: Federal Autism Guidance in the United States [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur . - p.1657-1662. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1657-1662 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261439928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

How Do Speech-Language Pathology Social Communication Interventions Incorporate the Strengths and Perspectives of Autistic Children and Their Families: A Scoping Review / Maya ALBIN in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1663-1686 Titre : How Do Speech-Language Pathology Social Communication Interventions Incorporate the Strengths and Perspectives of Autistic Children and Their Families: A Scoping Review Type de document : texte imprimé Auteurs : Maya ALBIN, Auteur ; Peter ROSENBAUM, Auteur ; Eniola BODE-AKINBOYE, Auteur ; Yani HAMDANI, Auteur ; Michelle PHOENIX, Auteur Article en page(s) : p.1663-1686 Langues : Anglais (eng) Mots-clés : autism  family-centered care  neurodiversity  rehabilitation  social communication  speech-language pathology  strength-based care Index. décimale : PER Périodiques Résumé : Purpose: It is important to understand how social communication interventions for autistic people align with neurodiversity-affirming approaches, including strength-based and family-centered care principles. In this scoping review, we explored how the strengths and perspectives of autistic children and their families are included in speech-language pathology social communication interventions. We searched OVID Medline, Embase, PsycINFO, and Web of Science databases, used supplementary search methods, and conducted a gray literature search. Data were extracted using the Population, Concept, and Context framework for scoping reviews.Major findings: 26 articles were included in our analysis. Most studies described only deficits associated with autism. Most studies explicitly reported parents’ perspectives on intervention goals, activities, or outcome measures; children’s perspectives were rarely included. Most speech-language pathology documents from the gray literature recommended strength-based, and family-centered service delivery.Conclusion: Strength-based and family-centered values have been recommended in speech-language pathology practice for decades yet were not consistently reflected in social communication interventions for autistic children. Our discussion offers several suggestions for taking a strength-based approach to speech-language pathology practice and advancing child and family involvement toward shared decision-making. Our ideas may prompt speech-language pathology researchers and clinicians to reflect on their own approaches to autism and social communication interventions.Lay Abstract/Plain Language Summary Why was this study done?Autistic children and youth often participate in social communication interventions. These interventions can be delivered by healthcare professionals including speech-language pathologists. It is important to find out if these interventions talk about autistic people’s strengths and if they include autistic people’s and their families’ perspectives. These principles are important to make sure that interventions are neurodiversity-affirming. To answer this question, we searched for academic articles that talked about speech-language pathology social communication interventions for autistic children and youth. We used a research methodology called a scoping review. We wanted to find out whether and how these speech-language pathology interventions included the strengths and perspectives of autistic children and their families.What did the researchers find?We included 26 articles and analyzed them. We found that most studies described only the deficits associated with autism. Most studies included the perspectives of parents in their interventions, but children’s perspectives were rarely reported. We also looked at speech-language pathology documents related to autism and found that most of these documents recommended strength-based and family-centered services.What are important takeaways?Most existing social communication interventions in the field of speech-language pathology focused on autistic people’s deficits and used person-first language (e.g., person with autism) which describes autism as a diagnosis to have rather than an aspect of someone’s identity. Our discussion about our paper suggests how researchers and clinicians can incorporate autistic people’s strengths and be neurodiversity-affirming in their interventions. We also discuss ways to involve autistic children and their families in intervention decision-making, including as co-researchers. We hope that this paper will encourage speech-language pathology researchers and clinicians to think about how they view autism, and if their interventions are neurodiversity-affirming. En ligne : https://dx.doi.org/10.1177/13623613261448948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] How Do Speech-Language Pathology Social Communication Interventions Incorporate the Strengths and Perspectives of Autistic Children and Their Families: A Scoping Review [texte imprimé] / Maya ALBIN, Auteur ; Peter ROSENBAUM, Auteur ; Eniola BODE-AKINBOYE, Auteur ; Yani HAMDANI, Auteur ; Michelle PHOENIX, Auteur . - p.1663-1686. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1663-1686 Mots-clés : autism  family-centered care  neurodiversity  rehabilitation  social communication  speech-language pathology  strength-based care Index. décimale : PER Périodiques Résumé : Purpose: It is important to understand how social communication interventions for autistic people align with neurodiversity-affirming approaches, including strength-based and family-centered care principles. In this scoping review, we explored how the strengths and perspectives of autistic children and their families are included in speech-language pathology social communication interventions. We searched OVID Medline, Embase, PsycINFO, and Web of Science databases, used supplementary search methods, and conducted a gray literature search. Data were extracted using the Population, Concept, and Context framework for scoping reviews.Major findings: 26 articles were included in our analysis. Most studies described only deficits associated with autism. Most studies explicitly reported parents’ perspectives on intervention goals, activities, or outcome measures; children’s perspectives were rarely included. Most speech-language pathology documents from the gray literature recommended strength-based, and family-centered service delivery.Conclusion: Strength-based and family-centered values have been recommended in speech-language pathology practice for decades yet were not consistently reflected in social communication interventions for autistic children. Our discussion offers several suggestions for taking a strength-based approach to speech-language pathology practice and advancing child and family involvement toward shared decision-making. Our ideas may prompt speech-language pathology researchers and clinicians to reflect on their own approaches to autism and social communication interventions.Lay Abstract/Plain Language Summary Why was this study done?Autistic children and youth often participate in social communication interventions. These interventions can be delivered by healthcare professionals including speech-language pathologists. It is important to find out if these interventions talk about autistic people’s strengths and if they include autistic people’s and their families’ perspectives. These principles are important to make sure that interventions are neurodiversity-affirming. To answer this question, we searched for academic articles that talked about speech-language pathology social communication interventions for autistic children and youth. We used a research methodology called a scoping review. We wanted to find out whether and how these speech-language pathology interventions included the strengths and perspectives of autistic children and their families.What did the researchers find?We included 26 articles and analyzed them. We found that most studies described only the deficits associated with autism. Most studies included the perspectives of parents in their interventions, but children’s perspectives were rarely reported. We also looked at speech-language pathology documents related to autism and found that most of these documents recommended strength-based and family-centered services.What are important takeaways?Most existing social communication interventions in the field of speech-language pathology focused on autistic people’s deficits and used person-first language (e.g., person with autism) which describes autism as a diagnosis to have rather than an aspect of someone’s identity. Our discussion about our paper suggests how researchers and clinicians can incorporate autistic people’s strengths and be neurodiversity-affirming in their interventions. We also discuss ways to involve autistic children and their families in intervention decision-making, including as co-researchers. We hope that this paper will encourage speech-language pathology researchers and clinicians to think about how they view autism, and if their interventions are neurodiversity-affirming. En ligne : https://dx.doi.org/10.1177/13623613261448948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Barriers to Mental Healthcare for Autistic and Non-Autistic Adults: An Investigation of Number, Severity and Type of Barriers Encountered / Robyn C. BALL in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1687-1703 Titre : Barriers to Mental Healthcare for Autistic and Non-Autistic Adults: An Investigation of Number, Severity and Type of Barriers Encountered Type de document : texte imprimé Auteurs : Robyn C. BALL, Auteur ; Amanda L. RICHDALE, Auteur ; Lauren P. LAWSON, Auteur ; Eric M.J. MORRIS, Auteur Article en page(s) : p.1687-1703 Langues : Anglais (eng) Mots-clés : autism  barriers  healthcare  mental healthcare barriers  neurodivergence Index. décimale : PER Périodiques Résumé : Many autistic people experience poor mental health but often face barriers to accessing appropriate care. This study examined whether autistic adults encounter more or different barriers to mental healthcare compared to non-autistic adults. Participants (non-autistic n = 173; diagnosed autistic n = 173; self-identified autistic n = 158) completed an online survey assessing 29 barriers adapted from the Barriers to Healthcare Checklist, rated by presence and severity. Barriers were categorised as person, provider or system related. Analyses of variance compared groups on the mean number and severity of barriers, and chi-square tests compared group incidence of each barrier. Overall, systemic barriers (e.g. cost) and difficulties with system navigation (e.g. finding services) were the most commonly reported barriers and rated as the most severe. Autistic participants experienced a significantly higher number and severity of barriers than non-autistic participants. Provider-related barriers (practitioners’ knowledge, attitudes and skills) were particularly severe for autistic groups. In contrast, person-level barriers (e.g. sensory sensitivities), though often reported in general healthcare, were less impactful in mental healthcare. Findings suggest that efforts to improve mental healthcare access for autistic people should prioritise addressing the most frequent and severe barriers: system and navigation challenges, and practitioner knowledge and skills in autism.Lay abstract Autistic people often experience poor mental health but face many challenges when trying to access mental healthcare. These challenges can include things like high costs, difficulty finding the right support or healthcare professionals not understanding autism. We looked at whether autistic adults face more or different barriers to mental healthcare compared to non-autistic adults. We surveyed over 500 adults, including those with a formal autism diagnosis, those who self-identified as autistic, and non-autistic adults. The survey asked about 29 possible barriers to getting mental healthcare. These included things related to the person (such as anxiety, sensory sensitivities or difficulty finding services), the healthcare provider (like psychologists’ and psychiatrists’ lack of autism knowledge, or poor communication) and the healthcare system (such as long waiting lists or high cost). We asked whether participants had experienced each barrier and how much each one affected their ability to get help. We found that nearly everyone experienced some barriers, especially challenges with the healthcare system and knowing how to find help, but autistic participants faced more barriers and were more strongly affected by many of them than non-autistic participants. Compared to non-autistic people, autistic people had a lot of problems with providers which prevented them getting the care they needed. We concluded that, to improve access to mental health support for autistic adults, we need to focus on the most common and harmful barriers: making the system easier to use, reducing costs and improving practitioners’ understanding of autism and working with autistic people. By addressing these areas, we can help ensure that autistic people receive the mental healthcare they need. En ligne : https://dx.doi.org/10.1177/13623613261433100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Barriers to Mental Healthcare for Autistic and Non-Autistic Adults: An Investigation of Number, Severity and Type of Barriers Encountered [texte imprimé] / Robyn C. BALL, Auteur ; Amanda L. RICHDALE, Auteur ; Lauren P. LAWSON, Auteur ; Eric M.J. MORRIS, Auteur . - p.1687-1703. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1687-1703 Mots-clés : autism  barriers  healthcare  mental healthcare barriers  neurodivergence Index. décimale : PER Périodiques Résumé : Many autistic people experience poor mental health but often face barriers to accessing appropriate care. This study examined whether autistic adults encounter more or different barriers to mental healthcare compared to non-autistic adults. Participants (non-autistic n = 173; diagnosed autistic n = 173; self-identified autistic n = 158) completed an online survey assessing 29 barriers adapted from the Barriers to Healthcare Checklist, rated by presence and severity. Barriers were categorised as person, provider or system related. Analyses of variance compared groups on the mean number and severity of barriers, and chi-square tests compared group incidence of each barrier. Overall, systemic barriers (e.g. cost) and difficulties with system navigation (e.g. finding services) were the most commonly reported barriers and rated as the most severe. Autistic participants experienced a significantly higher number and severity of barriers than non-autistic participants. Provider-related barriers (practitioners’ knowledge, attitudes and skills) were particularly severe for autistic groups. In contrast, person-level barriers (e.g. sensory sensitivities), though often reported in general healthcare, were less impactful in mental healthcare. Findings suggest that efforts to improve mental healthcare access for autistic people should prioritise addressing the most frequent and severe barriers: system and navigation challenges, and practitioner knowledge and skills in autism.Lay abstract Autistic people often experience poor mental health but face many challenges when trying to access mental healthcare. These challenges can include things like high costs, difficulty finding the right support or healthcare professionals not understanding autism. We looked at whether autistic adults face more or different barriers to mental healthcare compared to non-autistic adults. We surveyed over 500 adults, including those with a formal autism diagnosis, those who self-identified as autistic, and non-autistic adults. The survey asked about 29 possible barriers to getting mental healthcare. These included things related to the person (such as anxiety, sensory sensitivities or difficulty finding services), the healthcare provider (like psychologists’ and psychiatrists’ lack of autism knowledge, or poor communication) and the healthcare system (such as long waiting lists or high cost). We asked whether participants had experienced each barrier and how much each one affected their ability to get help. We found that nearly everyone experienced some barriers, especially challenges with the healthcare system and knowing how to find help, but autistic participants faced more barriers and were more strongly affected by many of them than non-autistic participants. Compared to non-autistic people, autistic people had a lot of problems with providers which prevented them getting the care they needed. We concluded that, to improve access to mental health support for autistic adults, we need to focus on the most common and harmful barriers: making the system easier to use, reducing costs and improving practitioners’ understanding of autism and working with autistic people. By addressing these areas, we can help ensure that autistic people receive the mental healthcare they need. En ligne : https://dx.doi.org/10.1177/13623613261433100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Attendance Compulsory, Motivation Conditional. Autistic Youth’s Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation / Michelle L. WONG in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1704-1723 Titre : Attendance Compulsory, Motivation Conditional. Autistic Youth’s Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation Type de document : texte imprimé Auteurs : Michelle L. WONG, Auteur ; Ben MILBOURN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Susann ARNELL, Auteur ; Paul KEBBLE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1704-1723 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  basic psychological needs  conditional participation model  disability and health children  international classification of functioning  physical education teachers  physical education  school  school-age children Index. décimale : PER Périodiques Résumé : Autistic students participate less in Physical Education (PE) than their peers. Motivation is a primary driver of participation in PE, yet little is known about factors influencing the motivation of autistic youth in PE. This qualitative study explored the experiences of Australian autistic youth aged 7–18 years (N = 26) in mainstream PE. A deductive content analysis approach, informed by Self-Determination Theory (SDT), directed the development of the interview guide and analysis. Deductive responses (k = 526) were related to the Basic Psychological Needs postulated by SDT: relatedness (k = 165), competence (k = 124), and autonomy (k = 76) and included 33 conceptual categories. Inductive responses capturing autistic differences were mapped to the Conditional Participation Model themes: Adjustment to external demands (k = 52), predictability (k = 41), and affective experiences (k = 68), incorporating 16 conceptual categories. Autistic differences underpin Basic Psychological Needs satisfaction/frustration. Supporting the Basic Psychological Needs of autistic students differs from their neurotypical peers, with PE teachers best positioned to facilitate a need-supportive environment for autistic students.Lay Abstract Autistic youth participate less in Physical Education (PE) than their classmates. We do not know much about the motivation of autistic students to participate in PE. Self-Determination Theory says our motivation is affected by the satisfaction of our Basic Psychological Needs of competence (can I do it), autonomy (is there a choice), and relatedness (do I belong). We investigated what impacts the psychological needs of autistic youth in PE. We also explored how autistic differences affect motivation using the Conditional Model of Participation that considers exercise participation for autistic youth. We interviewed 26 Australian autistic youth, (7–18 years) investigating factors impacting their Basic Psychological Needs in PE. This is a deductive approach, as we considered specific themes and used these to analyse responses. We also recorded patterns relating to autistic differences. This was an inductive approach as themes emerged from the responses. Participants provided 365 responses in relation to competence (124), relatedness (165), and autonomy (76). In addition, 161 responses linked to autistic differences. We mapped responses to the Conditional Participation Model themes of adjustment to external demands (52 responses), predictability (41 responses), and emotions (68 responses). Autistic differences underpinned the Basic Psychological Needs of participants. The PE teacher had the biggest impact on supporting these needs. En ligne : https://dx.doi.org/10.1177/13623613261435412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Attendance Compulsory, Motivation Conditional. Autistic Youth’s Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation [texte imprimé] / Michelle L. WONG, Auteur ; Ben MILBOURN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Susann ARNELL, Auteur ; Paul KEBBLE, Auteur ; Sonya GIRDLER, Auteur . - p.1704-1723. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1704-1723 Mots-clés : adolescents  autism spectrum disorders  basic psychological needs  conditional participation model  disability and health children  international classification of functioning  physical education teachers  physical education  school  school-age children Index. décimale : PER Périodiques Résumé : Autistic students participate less in Physical Education (PE) than their peers. Motivation is a primary driver of participation in PE, yet little is known about factors influencing the motivation of autistic youth in PE. This qualitative study explored the experiences of Australian autistic youth aged 7–18 years (N = 26) in mainstream PE. A deductive content analysis approach, informed by Self-Determination Theory (SDT), directed the development of the interview guide and analysis. Deductive responses (k = 526) were related to the Basic Psychological Needs postulated by SDT: relatedness (k = 165), competence (k = 124), and autonomy (k = 76) and included 33 conceptual categories. Inductive responses capturing autistic differences were mapped to the Conditional Participation Model themes: Adjustment to external demands (k = 52), predictability (k = 41), and affective experiences (k = 68), incorporating 16 conceptual categories. Autistic differences underpin Basic Psychological Needs satisfaction/frustration. Supporting the Basic Psychological Needs of autistic students differs from their neurotypical peers, with PE teachers best positioned to facilitate a need-supportive environment for autistic students.Lay Abstract Autistic youth participate less in Physical Education (PE) than their classmates. We do not know much about the motivation of autistic students to participate in PE. Self-Determination Theory says our motivation is affected by the satisfaction of our Basic Psychological Needs of competence (can I do it), autonomy (is there a choice), and relatedness (do I belong). We investigated what impacts the psychological needs of autistic youth in PE. We also explored how autistic differences affect motivation using the Conditional Model of Participation that considers exercise participation for autistic youth. We interviewed 26 Australian autistic youth, (7–18 years) investigating factors impacting their Basic Psychological Needs in PE. This is a deductive approach, as we considered specific themes and used these to analyse responses. We also recorded patterns relating to autistic differences. This was an inductive approach as themes emerged from the responses. Participants provided 365 responses in relation to competence (124), relatedness (165), and autonomy (76). In addition, 161 responses linked to autistic differences. We mapped responses to the Conditional Participation Model themes of adjustment to external demands (52 responses), predictability (41 responses), and emotions (68 responses). Autistic differences underpinned the Basic Psychological Needs of participants. The PE teacher had the biggest impact on supporting these needs. En ligne : https://dx.doi.org/10.1177/13623613261435412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

“Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland / Neil KENNY in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1724-1737 Titre : “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland Type de document : texte imprimé Auteurs : Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur Article en page(s) : p.1724-1737 Langues : Anglais (eng) Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “Tell Me What My Job Is”: A Qualitative Exploration of the Experiences of Autistic Academic Staff Working in Higher Education in Ireland [texte imprimé] / Neil KENNY, Auteur ; Alison DOYLE, Auteur ; Claire O’NEILL, Auteur ; Jessica K. DOYLE, Auteur ; Jane O’KELLY, Auteur ; Fiona EARLEY, Auteur ; Stuart NEILSON, Auteur . - p.1724-1737. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1724-1737 Mots-clés : academics  autism  higher education  neurodiversity  space  workplace inclusion Index. décimale : PER Périodiques Résumé : This co-produced study explores the experiences of autistic staff working in higher education in Ireland, a group largely overlooked in existing research. While much attention has been given to autistic students, little research has explored how autistic academics navigate their professional roles. This study investigates the challenges and strengths autistic staff encounter within academic environments. Eleven autistic participants took part in semi-structured interviews, conducted flexibly to respect individual preferences and communication needs. Data were analysed using the Reflexive Thematic Analysis. Four key themes emerged: (1) Discovering being autistic, (2) Role ambiguity and institutional invisibility, (3) Stress, burnout, and workplace unpredictability, and (4) Autistic strengths. Participants described strengths such as hyper-focus, problem-solving, and deep commitment to teaching while also highlighting barriers such as unclear expectations, a lack of visibility, and high emotional labour. The findings underscore the need for more inclusive institutional practices that reduce the pressure to mask and protect against burnout. Supporting autistic staff through affirming environments not only enables individuals to thrive but also enriches the wider educational community by fostering diverse approaches to teaching, learning, and communication.Lay Abstract This study explores the experiences of autistic people who work as academic staff in universities. Autistic staff often face challenges such as unclear job expectations, misunderstandings from colleagues, and barriers to being open about their identity. Through interviews, we learned that many autistic academics care deeply about their work but feel unsupported in environments that reward constant social interaction, speed, and competition. Despite this, participants found creative ways to make space for themselves and others. This research helps us understand what autistic staff need to thrive in universities and shows why workplaces should value different ways of thinking, working, and communicating. Making these changes could benefit not only autistic staff but the wider academic community as well. En ligne : https://dx.doi.org/10.1177/13623613261440799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Exploring Autistic People’s Experiences of and Attitudes Towards Cervical Screening: A Mixed-Methods Study / Shona MURDOCH in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1738-1748 Titre : Exploring Autistic People’s Experiences of and Attitudes Towards Cervical Screening: A Mixed-Methods Study Type de document : texte imprimé Auteurs : Shona MURDOCH, Auteur ; Bethany DONAGHY, Auteur ; Aimee GRANT, Auteur ; Kayleigh SHEEN, Auteur ; David John MOORE, Auteur Article en page(s) : p.1738-1748 Langues : Anglais (eng) Mots-clés : autism  cancer screening  cervical screening  mixed methods  theory of planned behaviour Index. décimale : PER Périodiques Résumé : Cervical screening can be lifesaving, yet attendance rates are lower than recommended within the general population and even lower within the autistic population. There is currently no published research systematically exploring autistic people’s cervical screening experiences. This research aimed to explore the experience of cervical (“smear”) screening for autistic people in the United Kingdom. Autistic people (N = 97) completed an online mixed-methods questionnaire about their cervical screening experiences. Questions considered experiences of pain, sensory and communication issues, knowledge of cervical cancer, attitudes towards screening, and experience of sexual assault. Findings suggest that an autistic person’s intention to attend their screening is important to understand their actual attendance at the screening. Quantitatively, pain, sensory and communication issues, or knowledge of cervical cancer were not associated with screening attendance. However, qualitatively, they were. Two themes emerged: “Communication disconnect across the care journey” and” Echoes of the past: the lasting impact of previous care encounters” were discussed as barriers to screening engagement. This research highlights the need to improve healthcare communication and other accessibility needs for autistic people when attending cervical screening and for further development of appropriate measurement tools. More research is needed to further inform methods of improving cervical screening services for autistic people.Lay Abstract Cervical screening (“smear tests”) can prevent the development of cervical cancer by spotting the signs early. These screening tests can be lifesaving. A large number of the general population do not attend their cervical screening test when invited, and this is even higher for autistic people. One problem is that there is no research to understand why autistic people might not attend their smear tests. We asked autistic people in the United Kingdom to complete a questionnaire online to see who has attended their smear test when invited and looked at different things that might be important in this decision. Pain, sensory issues, and knowledge of cervical cancer did not seem to be important in explaining who did and did not attend a screening appointment. Communication (before, during, and after the screening tests) and previous negative experiences of healthcare (both in general and previous cervical screening tests) were important. This research further highlights the need for more training for healthcare providers in communication for diverse communities and communication needs. More research is also needed to better understand autistic people’s cervical screening and wider healthcare experiences. En ligne : https://dx.doi.org/10.1177/13623613261439937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Exploring Autistic People’s Experiences of and Attitudes Towards Cervical Screening: A Mixed-Methods Study [texte imprimé] / Shona MURDOCH, Auteur ; Bethany DONAGHY, Auteur ; Aimee GRANT, Auteur ; Kayleigh SHEEN, Auteur ; David John MOORE, Auteur . - p.1738-1748. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1738-1748 Mots-clés : autism  cancer screening  cervical screening  mixed methods  theory of planned behaviour Index. décimale : PER Périodiques Résumé : Cervical screening can be lifesaving, yet attendance rates are lower than recommended within the general population and even lower within the autistic population. There is currently no published research systematically exploring autistic people’s cervical screening experiences. This research aimed to explore the experience of cervical (“smear”) screening for autistic people in the United Kingdom. Autistic people (N = 97) completed an online mixed-methods questionnaire about their cervical screening experiences. Questions considered experiences of pain, sensory and communication issues, knowledge of cervical cancer, attitudes towards screening, and experience of sexual assault. Findings suggest that an autistic person’s intention to attend their screening is important to understand their actual attendance at the screening. Quantitatively, pain, sensory and communication issues, or knowledge of cervical cancer were not associated with screening attendance. However, qualitatively, they were. Two themes emerged: “Communication disconnect across the care journey” and” Echoes of the past: the lasting impact of previous care encounters” were discussed as barriers to screening engagement. This research highlights the need to improve healthcare communication and other accessibility needs for autistic people when attending cervical screening and for further development of appropriate measurement tools. More research is needed to further inform methods of improving cervical screening services for autistic people.Lay Abstract Cervical screening (“smear tests”) can prevent the development of cervical cancer by spotting the signs early. These screening tests can be lifesaving. A large number of the general population do not attend their cervical screening test when invited, and this is even higher for autistic people. One problem is that there is no research to understand why autistic people might not attend their smear tests. We asked autistic people in the United Kingdom to complete a questionnaire online to see who has attended their smear test when invited and looked at different things that might be important in this decision. Pain, sensory issues, and knowledge of cervical cancer did not seem to be important in explaining who did and did not attend a screening appointment. Communication (before, during, and after the screening tests) and previous negative experiences of healthcare (both in general and previous cervical screening tests) were important. This research further highlights the need for more training for healthcare providers in communication for diverse communities and communication needs. More research is also needed to better understand autistic people’s cervical screening and wider healthcare experiences. En ligne : https://dx.doi.org/10.1177/13623613261439937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Effects of Diagnostic Information, Autism Knowledge, Contact, and Stigma on People’s Ability to Read Autistic Individuals / Elizabeth SHEPPARD in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1749-1758 Titre : Effects of Diagnostic Information, Autism Knowledge, Contact, and Stigma on People’s Ability to Read Autistic Individuals Type de document : texte imprimé Auteurs : Elizabeth SHEPPARD, Auteur ; Lara CLIFTON, Auteur ; Jessica MASSARELLA, Auteur ; Georgina MILLS PALLARES, Auteur ; Polly MOYNIHAN, Auteur ; Michaela WARNER, Auteur ; Eleanor WITHEY, Auteur Article en page(s) : p.1749-1758 Langues : Anglais (eng) Mots-clés : autism  autism contact  autism knowledge  autism stigma  diagnostic disclosure  readability Index. décimale : PER Périodiques Résumé : Non-autistic individuals find it difficult to read the behaviour of autistic people in comparison to non-autistic others. We investigated whether non-autistic people’s ability to read autistic individuals is improved by providing diagnostic information, and whether this ability is associated with a person’s knowledge about autism, prior contact with autistic people, and autism stigma. Participants (N = 128) viewed videos that were taken from a previous study. These showed autistic and non-autistic individuals reacting to events enacted by the researcher, and participants were asked to infer what event had taken place. Videos were presented either with no diagnostic information, a correct diagnostic label, or an incorrect label (autistic individuals labelled as non-autistic and vice versa). Autism knowledge, contact with autistic people, and autism stigma were measured by questionnaires. Participants performed less well for videos of autistic than non-autistic others. Diagnostic information had little impact on performance, although labelling non-autistic individuals as autistic reduced accuracy. Autism knowledge, contact with autistic people, and autism stigma were not associated with relative strength in interpreting the behaviour of autistic individuals. We conclude it might be difficult to train people to read autistic people’s non-verbal behaviour more effectively; instead, intervention might focus on raising awareness of this issue.Lay Abstract Recent research has shown that non-autistic people are prone to misinterpreting the behaviour of autistic individuals, which may contribute to the difficulties autistic people often experience during social interactions. This suggests that interventions should identify ways to improve other people’s ability to interpret autistic people’s behaviour. However, little is known about what circumstances may improve non-autistic people’s ability to read autistic others. This study investigated whether telling people that someone is autistic would improve their ability to interpret the behaviour of that person. We also investigated whether having more knowledge about autism, having previous contact with autistic people, or holding stigmatic attitudes about autism relates to this ability. The researchers used video clips that were recorded for a previous study. They showed autistic and non-autistic people reacting to aspects of the researchers’ behaviour, such as being told a joke or paid a compliment. Participants’ task was to watch the video clips and infer what the person in each video was reacting to and accuracy in doing so was recorded. The videos were presented with either no diagnostic information or with a diagnostic label alongside the video, which was either correct or inaccurate (labelling autistic individuals as non-autistic and vice versa). We used questionnaires to assess participants’ autism knowledge, previous contact with autistic people, and autism stigma. We found that participants had more difficulty judging the reactions of autistic individuals than the non-autistic individuals. Telling participants that a person was autistic did not make people better at interpreting their behaviour, although labelling non-autistic participants as autistic reduced accuracy. Knowledge about autism, previous contact with autistic people, and autism stigma did not relate to a person’s ability to interpret autistic people’s behaviour. This suggests that it may not be easy to create interventions to improve people’s ability to interpret the behaviour of autistic others. Intervention might focus on raising awareness of the need to avoid making assumptions based on the non-verbal behaviour of autistic people. En ligne : https://dx.doi.org/10.1177/13623613261441153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Effects of Diagnostic Information, Autism Knowledge, Contact, and Stigma on People’s Ability to Read Autistic Individuals [texte imprimé] / Elizabeth SHEPPARD, Auteur ; Lara CLIFTON, Auteur ; Jessica MASSARELLA, Auteur ; Georgina MILLS PALLARES, Auteur ; Polly MOYNIHAN, Auteur ; Michaela WARNER, Auteur ; Eleanor WITHEY, Auteur . - p.1749-1758. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1749-1758 Mots-clés : autism  autism contact  autism knowledge  autism stigma  diagnostic disclosure  readability Index. décimale : PER Périodiques Résumé : Non-autistic individuals find it difficult to read the behaviour of autistic people in comparison to non-autistic others. We investigated whether non-autistic people’s ability to read autistic individuals is improved by providing diagnostic information, and whether this ability is associated with a person’s knowledge about autism, prior contact with autistic people, and autism stigma. Participants (N = 128) viewed videos that were taken from a previous study. These showed autistic and non-autistic individuals reacting to events enacted by the researcher, and participants were asked to infer what event had taken place. Videos were presented either with no diagnostic information, a correct diagnostic label, or an incorrect label (autistic individuals labelled as non-autistic and vice versa). Autism knowledge, contact with autistic people, and autism stigma were measured by questionnaires. Participants performed less well for videos of autistic than non-autistic others. Diagnostic information had little impact on performance, although labelling non-autistic individuals as autistic reduced accuracy. Autism knowledge, contact with autistic people, and autism stigma were not associated with relative strength in interpreting the behaviour of autistic individuals. We conclude it might be difficult to train people to read autistic people’s non-verbal behaviour more effectively; instead, intervention might focus on raising awareness of this issue.Lay Abstract Recent research has shown that non-autistic people are prone to misinterpreting the behaviour of autistic individuals, which may contribute to the difficulties autistic people often experience during social interactions. This suggests that interventions should identify ways to improve other people’s ability to interpret autistic people’s behaviour. However, little is known about what circumstances may improve non-autistic people’s ability to read autistic others. This study investigated whether telling people that someone is autistic would improve their ability to interpret the behaviour of that person. We also investigated whether having more knowledge about autism, having previous contact with autistic people, or holding stigmatic attitudes about autism relates to this ability. The researchers used video clips that were recorded for a previous study. They showed autistic and non-autistic people reacting to aspects of the researchers’ behaviour, such as being told a joke or paid a compliment. Participants’ task was to watch the video clips and infer what the person in each video was reacting to and accuracy in doing so was recorded. The videos were presented with either no diagnostic information or with a diagnostic label alongside the video, which was either correct or inaccurate (labelling autistic individuals as non-autistic and vice versa). We used questionnaires to assess participants’ autism knowledge, previous contact with autistic people, and autism stigma. We found that participants had more difficulty judging the reactions of autistic individuals than the non-autistic individuals. Telling participants that a person was autistic did not make people better at interpreting their behaviour, although labelling non-autistic participants as autistic reduced accuracy. Knowledge about autism, previous contact with autistic people, and autism stigma did not relate to a person’s ability to interpret autistic people’s behaviour. This suggests that it may not be easy to create interventions to improve people’s ability to interpret the behaviour of autistic others. Intervention might focus on raising awareness of the need to avoid making assumptions based on the non-verbal behaviour of autistic people. En ligne : https://dx.doi.org/10.1177/13623613261441153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Language Use Preferences in a Culturally Diverse, Multiethnic, and Multilingual Autism Community in Singapore / Sharline SUHUMARAN in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1759-1774 Titre : Language Use Preferences in a Culturally Diverse, Multiethnic, and Multilingual Autism Community in Singapore Type de document : texte imprimé Auteurs : Sharline SUHUMARAN, Auteur ; Ramkumar AISHWORIYA, Auteur ; Chui Mae WONG, Auteur Article en page(s) : p.1759-1774 Langues : Anglais (eng) Mots-clés : autism  cultural diversity  identity-first language  person-first language  terminology Index. décimale : PER Périodiques Résumé : There is an emerging understanding of diverse language preferences in autism among stakeholders, including that for identity-first language (IFL) versus person-first language (PFL). We aimed to understand preferences regarding language use in racially and culturally diverse Singapore. A cross-sectional study was completed by autistic adults, caregivers of autistic individuals, and professionals working in the autism field. The questionnaire comprised commonly used terms in autism, which respondents rated from 1 (uncomfortable/I do not like this term) to 7 (very comfortable/this would be my preference). The sample comprised 320 individuals (82.8% females; Chinese 75.9%, Malay 9.4%, Indian 8.8%). Respondents comprised 38 (11.9%) autistic individuals, 86 (26.9%) caregivers/relatives, and 196 (61.3%) professionals. Differences in language preferences were observed between respondent types. Autistic individuals preferred terms like ‘autistic’ (M ± SD = 5.00 ± 2.25) unlike caregivers/relatives (3.66 ± 2.41) or professionals (3.30 ± 1.94, p < .001). PFL terms like ‘person with autism’ and ‘person with ASD’ were preferred by caregivers/relatives (4.47 ± 2.19; 4.33 ± 2.25) and especially professionals (5.32 ± 1.58; 4.89 ± 1.84) but disliked by autistic individuals (3.11 ± 2.09; 2.39 ± 1.99; p < .001). Different language preferences were observed between those with lived experience versus professionals. Sensitivity to the preferences of stakeholders fosters better inclusion and acceptance of neurodiversity.Lay Abstract Language shapes how autism is perceived and understood by society. Research on language preferences in the autism community has been mostly from Western sources. The primary consideration has been in identifying the preference between identity-first language (IFL), such as ‘autistic person’, and person-first language (PFL), such as ‘person with autism’. These studies suggest that professionals and caregivers prefer PFL while autistic individuals favor IFL. Little is known about these preferences in a culturally diverse setting like Singapore. This study aimed to explore the language preferences among the stakeholders in the autism community in Singapore. In this study, 320 participants were surveyed anonymously online; participants were asked to rate their comfort level with certain autism-related terms. The survey findings revealed significant differences in preferred language—autistic individuals expressed a strong preference for IFL and for terms that conveyed autism as a part of their identity and did not prefer clinical terms such as ‘symptoms of autism’ or PFL terms such as ‘person with ASD’. In contrast, caregivers and professionals tended to prefer PFL terms and medicalized language. It is likely that societal factors, including Singapore’s relatively conservative culture and societal views on autism, influenced these preferences. Awareness of the variations in language preferences among stakeholders in the autism community will help to foster inclusivity, acceptance, and sensitivity toward autistic individuals and their families. En ligne : https://dx.doi.org/10.1177/13623613261441734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Language Use Preferences in a Culturally Diverse, Multiethnic, and Multilingual Autism Community in Singapore [texte imprimé] / Sharline SUHUMARAN, Auteur ; Ramkumar AISHWORIYA, Auteur ; Chui Mae WONG, Auteur . - p.1759-1774. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1759-1774 Mots-clés : autism  cultural diversity  identity-first language  person-first language  terminology Index. décimale : PER Périodiques Résumé : There is an emerging understanding of diverse language preferences in autism among stakeholders, including that for identity-first language (IFL) versus person-first language (PFL). We aimed to understand preferences regarding language use in racially and culturally diverse Singapore. A cross-sectional study was completed by autistic adults, caregivers of autistic individuals, and professionals working in the autism field. The questionnaire comprised commonly used terms in autism, which respondents rated from 1 (uncomfortable/I do not like this term) to 7 (very comfortable/this would be my preference). The sample comprised 320 individuals (82.8% females; Chinese 75.9%, Malay 9.4%, Indian 8.8%). Respondents comprised 38 (11.9%) autistic individuals, 86 (26.9%) caregivers/relatives, and 196 (61.3%) professionals. Differences in language preferences were observed between respondent types. Autistic individuals preferred terms like ‘autistic’ (M ± SD = 5.00 ± 2.25) unlike caregivers/relatives (3.66 ± 2.41) or professionals (3.30 ± 1.94, p < .001). PFL terms like ‘person with autism’ and ‘person with ASD’ were preferred by caregivers/relatives (4.47 ± 2.19; 4.33 ± 2.25) and especially professionals (5.32 ± 1.58; 4.89 ± 1.84) but disliked by autistic individuals (3.11 ± 2.09; 2.39 ± 1.99; p < .001). Different language preferences were observed between those with lived experience versus professionals. Sensitivity to the preferences of stakeholders fosters better inclusion and acceptance of neurodiversity.Lay Abstract Language shapes how autism is perceived and understood by society. Research on language preferences in the autism community has been mostly from Western sources. The primary consideration has been in identifying the preference between identity-first language (IFL), such as ‘autistic person’, and person-first language (PFL), such as ‘person with autism’. These studies suggest that professionals and caregivers prefer PFL while autistic individuals favor IFL. Little is known about these preferences in a culturally diverse setting like Singapore. This study aimed to explore the language preferences among the stakeholders in the autism community in Singapore. In this study, 320 participants were surveyed anonymously online; participants were asked to rate their comfort level with certain autism-related terms. The survey findings revealed significant differences in preferred language—autistic individuals expressed a strong preference for IFL and for terms that conveyed autism as a part of their identity and did not prefer clinical terms such as ‘symptoms of autism’ or PFL terms such as ‘person with ASD’. In contrast, caregivers and professionals tended to prefer PFL terms and medicalized language. It is likely that societal factors, including Singapore’s relatively conservative culture and societal views on autism, influenced these preferences. Awareness of the variations in language preferences among stakeholders in the autism community will help to foster inclusivity, acceptance, and sensitivity toward autistic individuals and their families. En ligne : https://dx.doi.org/10.1177/13623613261441734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

“Autism Diagnosis as a Guide”: Taiwanese Adolescents’ Own Experiences of Receiving Autism Diagnoses / Chun-Hao LIU in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1775-1789 Titre : “Autism Diagnosis as a Guide”: Taiwanese Adolescents’ Own Experiences of Receiving Autism Diagnoses Type de document : texte imprimé Auteurs : Chun-Hao LIU, Auteur ; Wei-Cheng LIN, Auteur ; Louisa Lok Yee MAN, Auteur ; Chih-Ju WU, Auteur ; Romin W. TAFARODI, Auteur ; Lin FANG, Auteur ; Melanie PENNER, Auteur ; Hsing-Chang NI, Auteur ; Meng-Chuan LAI, Auteur Article en page(s) : p.1775-1789 Langues : Anglais (eng) Mots-clés : adolescent  autism  culture  diagnosis  lived experience  Taiwan Index. décimale : PER Périodiques Résumé : Receiving an autism diagnosis can significantly contribute to adolescent identity formation via different processes, such as coping with stigmatization and/or reframing the diagnosis as a foundation for self-understanding and self-acceptance. Despite the presumed importance of cultural context in this regard, little is known about how autistic adolescents experience their autism diagnoses in non-Western countries. We aimed to understand the experiences of Taiwanese autistic adolescents receiving autism diagnoses in a relationship-oriented, non-Western culture. Eight autistic adolescents aged 14–18 years (three assigned-male, five assigned-female) participated in in-depth individual interviews, with data analyzed by reflexive thematic analysis. These Taiwanese autistic adolescents used their autism diagnoses to gain self-understanding and guide social interactions, specifically, (a) to explain past experiences in relation to both positive and negative stereotypes about autism; (b) as a guide to autism knowledge and to provide a framework for modifying one’s own behaviors; (c) to seek connections with autistic peers and to be understood by non-autistic people; and (d) to negotiate with the Taiwanese educational system in meeting their needs. This study offers a qualitative, in-depth perspective on how autistic adolescents in a relationship-oriented, non-Western society experience and navigate their autism diagnoses—as a resource for identity construction and social position.Lay Abstract Receiving an autism diagnosis can come with different emotional and cognitive responses, such as feeling stigmatized and/or reframing this experience as a foundation for self-understanding and self-acceptance. This process is especially impactful during the teenage years, when young people typically begin to actively explore who they are. Because most previous research has been conducted in Western countries, we know very little about the experiences receiving an autism diagnosis in non-Western, relationship-oriented cultures, where fitting in with the group is often valued more than standing out. In this study, we interviewed eight autistic adolescents in Taiwan, aged 14–18 years, to understand how they experienced their autism diagnoses. We found that these Taiwanese autistic adolescents used their diagnoses to better understand themselves and guide their interactions with other people. Some used it to explain their past experiences and relieve themselves of guilt. Some said it helped them understand more about their own behavioral tendency and adjust their behavior accordingly. The diagnosis also helped them connect with their autistic peers, communicate effectively with non-autistic people, and ask for support within the school system. This study highlights the voices of Taiwanese autistic teenagers about their experiences of receiving an autism diagnosis. It shows how autism diagnoses can promote self-understanding and social coping. En ligne : https://dx.doi.org/10.1177/13623613261444800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “Autism Diagnosis as a Guide”: Taiwanese Adolescents’ Own Experiences of Receiving Autism Diagnoses [texte imprimé] / Chun-Hao LIU, Auteur ; Wei-Cheng LIN, Auteur ; Louisa Lok Yee MAN, Auteur ; Chih-Ju WU, Auteur ; Romin W. TAFARODI, Auteur ; Lin FANG, Auteur ; Melanie PENNER, Auteur ; Hsing-Chang NI, Auteur ; Meng-Chuan LAI, Auteur . - p.1775-1789. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1775-1789 Mots-clés : adolescent  autism  culture  diagnosis  lived experience  Taiwan Index. décimale : PER Périodiques Résumé : Receiving an autism diagnosis can significantly contribute to adolescent identity formation via different processes, such as coping with stigmatization and/or reframing the diagnosis as a foundation for self-understanding and self-acceptance. Despite the presumed importance of cultural context in this regard, little is known about how autistic adolescents experience their autism diagnoses in non-Western countries. We aimed to understand the experiences of Taiwanese autistic adolescents receiving autism diagnoses in a relationship-oriented, non-Western culture. Eight autistic adolescents aged 14–18 years (three assigned-male, five assigned-female) participated in in-depth individual interviews, with data analyzed by reflexive thematic analysis. These Taiwanese autistic adolescents used their autism diagnoses to gain self-understanding and guide social interactions, specifically, (a) to explain past experiences in relation to both positive and negative stereotypes about autism; (b) as a guide to autism knowledge and to provide a framework for modifying one’s own behaviors; (c) to seek connections with autistic peers and to be understood by non-autistic people; and (d) to negotiate with the Taiwanese educational system in meeting their needs. This study offers a qualitative, in-depth perspective on how autistic adolescents in a relationship-oriented, non-Western society experience and navigate their autism diagnoses—as a resource for identity construction and social position.Lay Abstract Receiving an autism diagnosis can come with different emotional and cognitive responses, such as feeling stigmatized and/or reframing this experience as a foundation for self-understanding and self-acceptance. This process is especially impactful during the teenage years, when young people typically begin to actively explore who they are. Because most previous research has been conducted in Western countries, we know very little about the experiences receiving an autism diagnosis in non-Western, relationship-oriented cultures, where fitting in with the group is often valued more than standing out. In this study, we interviewed eight autistic adolescents in Taiwan, aged 14–18 years, to understand how they experienced their autism diagnoses. We found that these Taiwanese autistic adolescents used their diagnoses to better understand themselves and guide their interactions with other people. Some used it to explain their past experiences and relieve themselves of guilt. Some said it helped them understand more about their own behavioral tendency and adjust their behavior accordingly. The diagnosis also helped them connect with their autistic peers, communicate effectively with non-autistic people, and ask for support within the school system. This study highlights the voices of Taiwanese autistic teenagers about their experiences of receiving an autism diagnosis. It shows how autism diagnoses can promote self-understanding and social coping. En ligne : https://dx.doi.org/10.1177/13623613261444800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

‘My Answers Don’t Fit Your Options’: Measuring Self-Harm With Autistic People Using the Self-Injurious Thoughts and Behaviours Interview (SITBI) / Isabel GORDON in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1790-1801 Titre : ‘My Answers Don’t Fit Your Options’: Measuring Self-Harm With Autistic People Using the Self-Injurious Thoughts and Behaviours Interview (SITBI) Type de document : texte imprimé Auteurs : Isabel GORDON, Auteur ; Mirabel PELTON, Auteur ; Jane GOODWIN, Auteur ; Ruby HERRINGTON, Auteur ; Jacqui RODGERS, Auteur ; Sarah CASSIDY, Auteur Article en page(s) : p.1790-1801 Langues : Anglais (eng) Mots-clés : measurement  self-harm  SITBI  suicide Index. décimale : PER Périodiques Résumé : Autistic people are a high-risk group for suicide, and self-harm is one of the strongest predictors of death by suicide among autistic people. There are no validated measures to assess self-harm with or without suicidal intent among autistic people. We aimed to describe the challenges reported by autistic people when completing the Self-Injurious Thoughts and Behaviours Interview (SITBI) and researchers’ experiences of supporting them. We undertook thematic analysis of feasibility interview transcripts from a pilot randomised controlled trial of autism-adapted safety plans carried out in the United Kingdom. One theme, ‘Reaching an authentic answer’ overarched three subthemes: ‘Conceptualising suicidal plans’; ‘Defining parameters of suicidal thoughts’; and ‘Capturing self-harm’. Researchers validated autistic experience and developed trusting partnership with participants to overcome ambiguous language and a lack of valid response options. Data were gathered on an opportunistic basis, rather than with this intended purpose, meaning this may not constitute an exhaustive survey of this issue. Researchers can support autistic people to report self-harm using the SITBI and other measures designed with non-autistic people in mind by clarifying the meaning of questions and working collaboratively on a response that matches participants’ experience. Researchers and clinicians should validate autistic experiences of self-harm and suicidality.Lay Abstract The U.K. government has said that autistic people are a very important group for avoiding suicide. Self-harm often leads to death by suicide, but there are no questionnaires that definitely measure self-harm in autistic people. This means that the way that questionnaires ask about self-harm may not include relevant questions and may not ask about things that are important to autistic people. In our study, autistic people did a questionnaire that is often used to measure self-harm called the Self-Injurious Thoughts and Behaviours Inventory (SITBI). We found out about challenges that autistic people had in understanding and responding to the questions. This was part of a larger project, which tested a suicide safety plan that was adapted for autistic people. There was one overall challenge (called an over-arching theme) for autistic people, which was about being able to give honest answers to the SITBI questions with the options given on the questionnaire. Within this, there were three specific challenges (called subthemes), which were about: (1) explaining own meaning of suicide plan within the choice of answers given (called ‘conceptualising suicide plans’); (2) explaining what suicidal thoughts are like showing with the choice of answers given (called ‘defining parameters of suicidal thoughts’); and (3) explaining what self-harm is like with the choice of answers given (called ‘capturing self-harm’). Researchers helped autistic people to answer the questions in four different ways: (1) by showing they understood the person’s experience; (2) by working together with trust; (3) by explaining unclear language; and (4) by helping them to choose answers. We did not set out to get this information when we did the larger project. This work shows researchers that self-harm can be different for autistic people compared to non-autistic people. En ligne : https://dx.doi.org/10.1177/13623613261435249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] ‘My Answers Don’t Fit Your Options’: Measuring Self-Harm With Autistic People Using the Self-Injurious Thoughts and Behaviours Interview (SITBI) [texte imprimé] / Isabel GORDON, Auteur ; Mirabel PELTON, Auteur ; Jane GOODWIN, Auteur ; Ruby HERRINGTON, Auteur ; Jacqui RODGERS, Auteur ; Sarah CASSIDY, Auteur . - p.1790-1801. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1790-1801 Mots-clés : measurement  self-harm  SITBI  suicide Index. décimale : PER Périodiques Résumé : Autistic people are a high-risk group for suicide, and self-harm is one of the strongest predictors of death by suicide among autistic people. There are no validated measures to assess self-harm with or without suicidal intent among autistic people. We aimed to describe the challenges reported by autistic people when completing the Self-Injurious Thoughts and Behaviours Interview (SITBI) and researchers’ experiences of supporting them. We undertook thematic analysis of feasibility interview transcripts from a pilot randomised controlled trial of autism-adapted safety plans carried out in the United Kingdom. One theme, ‘Reaching an authentic answer’ overarched three subthemes: ‘Conceptualising suicidal plans’; ‘Defining parameters of suicidal thoughts’; and ‘Capturing self-harm’. Researchers validated autistic experience and developed trusting partnership with participants to overcome ambiguous language and a lack of valid response options. Data were gathered on an opportunistic basis, rather than with this intended purpose, meaning this may not constitute an exhaustive survey of this issue. Researchers can support autistic people to report self-harm using the SITBI and other measures designed with non-autistic people in mind by clarifying the meaning of questions and working collaboratively on a response that matches participants’ experience. Researchers and clinicians should validate autistic experiences of self-harm and suicidality.Lay Abstract The U.K. government has said that autistic people are a very important group for avoiding suicide. Self-harm often leads to death by suicide, but there are no questionnaires that definitely measure self-harm in autistic people. This means that the way that questionnaires ask about self-harm may not include relevant questions and may not ask about things that are important to autistic people. In our study, autistic people did a questionnaire that is often used to measure self-harm called the Self-Injurious Thoughts and Behaviours Inventory (SITBI). We found out about challenges that autistic people had in understanding and responding to the questions. This was part of a larger project, which tested a suicide safety plan that was adapted for autistic people. There was one overall challenge (called an over-arching theme) for autistic people, which was about being able to give honest answers to the SITBI questions with the options given on the questionnaire. Within this, there were three specific challenges (called subthemes), which were about: (1) explaining own meaning of suicide plan within the choice of answers given (called ‘conceptualising suicide plans’); (2) explaining what suicidal thoughts are like showing with the choice of answers given (called ‘defining parameters of suicidal thoughts’); and (3) explaining what self-harm is like with the choice of answers given (called ‘capturing self-harm’). Researchers helped autistic people to answer the questions in four different ways: (1) by showing they understood the person’s experience; (2) by working together with trust; (3) by explaining unclear language; and (4) by helping them to choose answers. We did not set out to get this information when we did the larger project. This work shows researchers that self-harm can be different for autistic people compared to non-autistic people. En ligne : https://dx.doi.org/10.1177/13623613261435249 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Exploring Patterns of Self-Harm in Autistic Adults Using the Card Sort Task for Self-Harm / Mirabel PELTON in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1802-1815 Titre : Exploring Patterns of Self-Harm in Autistic Adults Using the Card Sort Task for Self-Harm Type de document : texte imprimé Auteurs : Mirabel PELTON, Auteur ; Victoria NEWELL, Auteur ; Blandine FRENCH, Auteur ; Ruth WADMAN, Auteur ; Ellen TOWNSEND, Auteur ; Sarah CASSIDY, Auteur Article en page(s) : p.1802-1815 Langues : Anglais (eng) Mots-clés : anxiety  autism  Card Sort Task for Self-Harm  emotional distress  self-harm  suicide Index. décimale : PER Périodiques Résumé : Autistic adults self-harm more often than non-autistic adults, but there are no tools to assess patterns of self-harm in autistic people. This study aimed to (1) review the accessibility of a novel visual task – the Card Sort Task for Self-Harm (CaTS) – to explore self-harm with autistic adults and (2) to pilot the CaTS to identify proximal and distal contributing factors leading to self-harm and experiences following self-harm. First, autistic adults (n = 5) with lived experience of self-harm reviewed the CaTS for clarity and accessibility. Second, we undertook a pilot administration of the CaTS and used sequence analysis to explore significant transitions between factors before and after self-harm. Participants (n = 29, autistic or possibly autistic, female = 82%, mean age = 41.62) selected, on average, 42 cards to describe self-harm. Most frequently selected cards described agitation (n = 25), mental pain (n = 22) and depression (n = 22), while most infrequently collected cards included being in a gang and talking to a teacher (n = 0). Agitation and acting on impulse preceded self-harm. Feeling better, worse, exhausted and hopeless followed self-harm. Improving emotion regulation and meeting autistic communication needs could reduce the transition to self-harm. The CaTS offers a systematic approach to explore self-harm in autistic adults.Lay Abstract Why did we do this study?Autistic adults self-harm more often than people who are not autistic. This is particularly worrying because self-harm is something that can contribute to suicide. We know that autistic people feel that their experience of self-harm is not well understood by other people, such as doctors.What did we want to know?We wanted to know if the card sort task for self-harm (called the CaTS for short) is a useful way to explore self-harm with autistic adults.What did we do?First, we worked with five autistic adults to make sure the CaTS is clear and works for autistic people. Second, we invited autistic and non-autistic adults to do the CaTS. To do the CATS, someone chooses the cards that are relevant to their experience and puts them on a timeline to explain what self-harm is like for them.What did we find?We found that (1) the CaTS is helpful and accessible to explore self-harm with autistic adults and (2) the CaTS uncovered patterns of self-harm. Twenty-nine U.K.-based autistic adults did the CaTS: most were female (82%, average age was around 42). Participants picked, on average, 42 cards to describe self-harm. The cards that were chosen most often described agitation, mental pain and depression. The cards that were chosen least described being in a gang and talking to a teacher. The order of the cards suggested that people felt agitated and acted impulsively before self-harm. After self-harm, they felt better, worse and hopeless. We found that it is safe and feasible to do the CaTS with autistic people. Support could consider how best to support people who are impulsive and how to prevent people accessing the means to hurt themselves. En ligne : https://dx.doi.org/10.1177/13623613261447926 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Exploring Patterns of Self-Harm in Autistic Adults Using the Card Sort Task for Self-Harm [texte imprimé] / Mirabel PELTON, Auteur ; Victoria NEWELL, Auteur ; Blandine FRENCH, Auteur ; Ruth WADMAN, Auteur ; Ellen TOWNSEND, Auteur ; Sarah CASSIDY, Auteur . - p.1802-1815. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1802-1815 Mots-clés : anxiety  autism  Card Sort Task for Self-Harm  emotional distress  self-harm  suicide Index. décimale : PER Périodiques Résumé : Autistic adults self-harm more often than non-autistic adults, but there are no tools to assess patterns of self-harm in autistic people. This study aimed to (1) review the accessibility of a novel visual task – the Card Sort Task for Self-Harm (CaTS) – to explore self-harm with autistic adults and (2) to pilot the CaTS to identify proximal and distal contributing factors leading to self-harm and experiences following self-harm. First, autistic adults (n = 5) with lived experience of self-harm reviewed the CaTS for clarity and accessibility. Second, we undertook a pilot administration of the CaTS and used sequence analysis to explore significant transitions between factors before and after self-harm. Participants (n = 29, autistic or possibly autistic, female = 82%, mean age = 41.62) selected, on average, 42 cards to describe self-harm. Most frequently selected cards described agitation (n = 25), mental pain (n = 22) and depression (n = 22), while most infrequently collected cards included being in a gang and talking to a teacher (n = 0). Agitation and acting on impulse preceded self-harm. Feeling better, worse, exhausted and hopeless followed self-harm. Improving emotion regulation and meeting autistic communication needs could reduce the transition to self-harm. The CaTS offers a systematic approach to explore self-harm in autistic adults.Lay Abstract Why did we do this study?Autistic adults self-harm more often than people who are not autistic. This is particularly worrying because self-harm is something that can contribute to suicide. We know that autistic people feel that their experience of self-harm is not well understood by other people, such as doctors.What did we want to know?We wanted to know if the card sort task for self-harm (called the CaTS for short) is a useful way to explore self-harm with autistic adults.What did we do?First, we worked with five autistic adults to make sure the CaTS is clear and works for autistic people. Second, we invited autistic and non-autistic adults to do the CaTS. To do the CATS, someone chooses the cards that are relevant to their experience and puts them on a timeline to explain what self-harm is like for them.What did we find?We found that (1) the CaTS is helpful and accessible to explore self-harm with autistic adults and (2) the CaTS uncovered patterns of self-harm. Twenty-nine U.K.-based autistic adults did the CaTS: most were female (82%, average age was around 42). Participants picked, on average, 42 cards to describe self-harm. The cards that were chosen most often described agitation, mental pain and depression. The cards that were chosen least described being in a gang and talking to a teacher. The order of the cards suggested that people felt agitated and acted impulsively before self-harm. After self-harm, they felt better, worse and hopeless. We found that it is safe and feasible to do the CaTS with autistic people. Support could consider how best to support people who are impulsive and how to prevent people accessing the means to hurt themselves. En ligne : https://dx.doi.org/10.1177/13623613261447926 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Inferring Thoughts by and of Individuals With and Without Autism: An Empathic Accuracy Study / Hannah DE LAET in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1816-1828 Titre : Inferring Thoughts by and of Individuals With and Without Autism: An Empathic Accuracy Study Type de document : texte imprimé Auteurs : Hannah DE LAET, Auteur ; Annabel D. NIJHOF, Auteur ; Jan R. WIERSEMA, Auteur Article en page(s) : p.1816-1828 Langues : Anglais (eng) Mots-clés : autism  double empathy problem  interaction  empathic accuracy Index. décimale : PER Périodiques Résumé : While prevailing theories suggest social interaction difficulties are inherent to autism, the theory of the double empathy problem (DEP) proposes these difficulties arise from a mismatch between different neurotypes. The theory predicts more challenging communication between individuals with and without autism, but better communication among individuals with autism. While individuals with autism indeed report better communication, experimental studies testing the theory are largely lacking. In this study, 106 adults (55 with autism) completed an empathic accuracy task in which they watched video clips of an interaction between an individual with and without autism and inferred the individuals’ thoughts. Contrary to our hypothesis, adults with autism were not better at estimating the thoughts of other adults with autism. Instead, they were generally less accurate than adults without autism. Individuals with autism were also perceived as more difficult to estimate. In conclusion, this study did not find support for the DEP theory. Further research is needed to understand the reported ease of communication among individuals with autism.Lay abstract Autism is associated with social interaction and communication difficulties. Whereas most previous theories have attributed these difficulties to an inherent deficit in individuals with autism, the theory of the double empathy problem (DEP) argues that they may be the result of a mismatch between people with different communication styles. Although the experiences of individuals with autism strongly support this theory, little is known about how accurate or efficient communication is between individuals with autism. In this study, a total of 106 adults, both with and without autism, watched videos featuring individuals with and without autism, who were filmed while they got to know each other. Afterwards, those filmed individuals rewatched their own videos and indicated the thoughts they had during the interactions. The accuracy was determined by comparing the inferred thoughts to the actual thoughts reported by the individuals in the videos. Contrary to expectations, individuals with autism were not more accurate at inferring the thoughts of other individuals with autism. Instead, individuals without autism were generally more accurate in estimating thoughts than individuals with autism. In addition, individuals with autism were experienced as more difficult to read. The results of this study did not provide evidence for the DEP theory. More research is needed to understand why individuals with autism experience better communication with others with autism. En ligne : https://dx.doi.org/10.1177/13623613261451897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Inferring Thoughts by and of Individuals With and Without Autism: An Empathic Accuracy Study [texte imprimé] / Hannah DE LAET, Auteur ; Annabel D. NIJHOF, Auteur ; Jan R. WIERSEMA, Auteur . - p.1816-1828. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1816-1828 Mots-clés : autism  double empathy problem  interaction  empathic accuracy Index. décimale : PER Périodiques Résumé : While prevailing theories suggest social interaction difficulties are inherent to autism, the theory of the double empathy problem (DEP) proposes these difficulties arise from a mismatch between different neurotypes. The theory predicts more challenging communication between individuals with and without autism, but better communication among individuals with autism. While individuals with autism indeed report better communication, experimental studies testing the theory are largely lacking. In this study, 106 adults (55 with autism) completed an empathic accuracy task in which they watched video clips of an interaction between an individual with and without autism and inferred the individuals’ thoughts. Contrary to our hypothesis, adults with autism were not better at estimating the thoughts of other adults with autism. Instead, they were generally less accurate than adults without autism. Individuals with autism were also perceived as more difficult to estimate. In conclusion, this study did not find support for the DEP theory. Further research is needed to understand the reported ease of communication among individuals with autism.Lay abstract Autism is associated with social interaction and communication difficulties. Whereas most previous theories have attributed these difficulties to an inherent deficit in individuals with autism, the theory of the double empathy problem (DEP) argues that they may be the result of a mismatch between people with different communication styles. Although the experiences of individuals with autism strongly support this theory, little is known about how accurate or efficient communication is between individuals with autism. In this study, a total of 106 adults, both with and without autism, watched videos featuring individuals with and without autism, who were filmed while they got to know each other. Afterwards, those filmed individuals rewatched their own videos and indicated the thoughts they had during the interactions. The accuracy was determined by comparing the inferred thoughts to the actual thoughts reported by the individuals in the videos. Contrary to expectations, individuals with autism were not more accurate at inferring the thoughts of other individuals with autism. Instead, individuals without autism were generally more accurate in estimating thoughts than individuals with autism. In addition, individuals with autism were experienced as more difficult to read. The results of this study did not provide evidence for the DEP theory. More research is needed to understand why individuals with autism experience better communication with others with autism. En ligne : https://dx.doi.org/10.1177/13623613261451897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Capturing Phenotypic Heterogeneity in Differentiated Sensory Processing Profiles: Non-Syndromic Autism and Fragile X Syndrome / Chandler E. KNOTT in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1829-1843 Titre : Capturing Phenotypic Heterogeneity in Differentiated Sensory Processing Profiles: Non-Syndromic Autism and Fragile X Syndrome Type de document : texte imprimé Auteurs : Chandler E. KNOTT, Auteur ; Jane E. ROBERTS, Auteur ; Elizabeth A. WILL, Auteur Article en page(s) : p.1829-1843 Langues : Anglais (eng) Mots-clés : co-occurring autism and intellectual disability  fragile X syndrome  sensory processing  challenging behavior Index. décimale : PER Périodiques Résumé : Proficient sensory processing affords adaptive responses required for daily functioning. Sensory processing differences are common across neurodevelopmental disabilities (NDDs), including autism and fragile X syndrome (FXS), and, in some cases, associated with challenging behaviors. Although sensory processing differences are common in both autism and FXS, little is known about possible variation as a function of genetic etiology, or autism classification. This study characterized sensory processing features and examined associations between these features and challenging behavior in 102 male participants—non-syndromic autism (n = 37), FXS-only (n = 15), FXS + ASD (n = 20), and neurotypical (NT) children (n = 30). Autistic children demonstrated the highest levels of sensory processing differences; however, nuanced group differences were also identified. The autistic groups (autism and FXS + ASD) were similar on hypo-responsivity and sensory seeking, and the FXS groups (FXS-only and FXS + ASD) were similar on hyper-responsivity and sensory seeking. Within-group associations between sensory differences and challenging behavior were relatively similar across groups. Findings have implications for potential etiological mechanisms of sensory processing differences and associated functional consequences. Implications for diagnostic specificity and intervention are discussed.Lay Abstract Sensory processing differences are common in neurodevelopmental disabilities such as autism and fragile X syndrome (FXS). Sensory differences include extreme sensitivity to sensory experiences (hyper-responsivity), decreased sensitivity to sensory experiences (hypo-responsivity), and seeking out sensory experiences to an unexpected degree (sensory seeking). While more is known about sensory differences and challenging behaviors in autism, less is known about these patterns in children with FXS. This study examined the profiles of sensory processing differences and patterns of association between types of sensory response and challenging behavior in males between 24 and 69 months of age with FXS with and without co-occurring autism compared with young autistic males. Participant’s parents filled out questionnaires about sensory responses and challenging behaviors. Results showed that sensory hyper-responsivity is likely part of the broader behavioral profile of FXS, whereas hypo-responsivity is more indicative of autism. In addition, results demonstrated comparable associations between types of atypical sensory processing and ratings of challenging behaviors across groups. These findings contribute to our understanding of the similarities and differences between autism and FXS and have important implications for targeted assessment and intervention practices. En ligne : https://dx.doi.org/10.1177/13623613261445633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Capturing Phenotypic Heterogeneity in Differentiated Sensory Processing Profiles: Non-Syndromic Autism and Fragile X Syndrome [texte imprimé] / Chandler E. KNOTT, Auteur ; Jane E. ROBERTS, Auteur ; Elizabeth A. WILL, Auteur . - p.1829-1843. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1829-1843 Mots-clés : co-occurring autism and intellectual disability  fragile X syndrome  sensory processing  challenging behavior Index. décimale : PER Périodiques Résumé : Proficient sensory processing affords adaptive responses required for daily functioning. Sensory processing differences are common across neurodevelopmental disabilities (NDDs), including autism and fragile X syndrome (FXS), and, in some cases, associated with challenging behaviors. Although sensory processing differences are common in both autism and FXS, little is known about possible variation as a function of genetic etiology, or autism classification. This study characterized sensory processing features and examined associations between these features and challenging behavior in 102 male participants—non-syndromic autism (n = 37), FXS-only (n = 15), FXS + ASD (n = 20), and neurotypical (NT) children (n = 30). Autistic children demonstrated the highest levels of sensory processing differences; however, nuanced group differences were also identified. The autistic groups (autism and FXS + ASD) were similar on hypo-responsivity and sensory seeking, and the FXS groups (FXS-only and FXS + ASD) were similar on hyper-responsivity and sensory seeking. Within-group associations between sensory differences and challenging behavior were relatively similar across groups. Findings have implications for potential etiological mechanisms of sensory processing differences and associated functional consequences. Implications for diagnostic specificity and intervention are discussed.Lay Abstract Sensory processing differences are common in neurodevelopmental disabilities such as autism and fragile X syndrome (FXS). Sensory differences include extreme sensitivity to sensory experiences (hyper-responsivity), decreased sensitivity to sensory experiences (hypo-responsivity), and seeking out sensory experiences to an unexpected degree (sensory seeking). While more is known about sensory differences and challenging behaviors in autism, less is known about these patterns in children with FXS. This study examined the profiles of sensory processing differences and patterns of association between types of sensory response and challenging behavior in males between 24 and 69 months of age with FXS with and without co-occurring autism compared with young autistic males. Participant’s parents filled out questionnaires about sensory responses and challenging behaviors. Results showed that sensory hyper-responsivity is likely part of the broader behavioral profile of FXS, whereas hypo-responsivity is more indicative of autism. In addition, results demonstrated comparable associations between types of atypical sensory processing and ratings of challenging behaviors across groups. These findings contribute to our understanding of the similarities and differences between autism and FXS and have important implications for targeted assessment and intervention practices. En ligne : https://dx.doi.org/10.1177/13623613261445633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Social Motivation in Autism Spectrum Disorder: A Mixed-Methods Exploration Using Eye-Tracking, Behavioral Tasks, Self- and Parent-Reports, and Qualitative Insights / Jiaxi LI in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1844-1862 Titre : Social Motivation in Autism Spectrum Disorder: A Mixed-Methods Exploration Using Eye-Tracking, Behavioral Tasks, Self- and Parent-Reports, and Qualitative Insights Type de document : texte imprimé Auteurs : Jiaxi LI, Auteur ; Kathy Kar-Man SHUM, Auteur Article en page(s) : p.1844-1862 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social motivation  mixed-methods  qualitative analysis  eye-tracking Index. décimale : PER Périodiques Résumé : Social motivation diminishment is a core autism feature, yet prior research has been inconsistent, focusing on single dimensions and overlooking heterogeneity in motivational expressions among autistic individuals. This mixed-methods study compared social motivation in 104 individuals with autism (male: 74, Mage = 18.55 years) and 192 non-autistic peers (male: 101, Mage = 16.65 years), using eye-tracking and behavioral tasks, self-/parent-reports, and qualitative analysis of open-ended responses. Quantitative analyses revealed autistic participants had lower self-determined motivation, driven by reduced intrinsic motivation and identified regulation. Parent-report results corroborated lower perceived social motivation in the autistic group. The eye-tracking task showed decreased orientation to social stimuli, and behavioral task indicated reduced willingness to exert effort for social rewards, with no significant associations with age or autistic trait. Qualitative data highlighted that despite challenges, many autistic participants valued friendship and sought connection through shared activities, often preferring compact, stable social networks. The group-level quantitative findings align with social motivation theory but underscore heterogeneity, showing that diminished social motivation in autism may stem from contextual challenges rather than uniform amotivation. This study advances the understanding of social motivation dynamics, emphasizing the need for inclusive assessments that recognize diverse motivational expressions and prioritize subjective experiences.Lay Abstract Social motivation refers to how much people want to engage with others, notice social cues, and seek connections. Researchers have long debated whether autistic people’s social challenges stem from lower social motivation. However, past studies often focused on only one aspect of social motivation and ignored individual differences among autistic people. We recruited 104 autistic and 192 non-autistic adolescents and young adults. Participants and their caregivers completed questionnaires about social motivation from their own and caregivers’ perspectives. We used two behavioral tasks to measure how much attention participants devoted to social content, and how willing they were to exert effort for social rewards. Open-ended questions captured autistic participants’ perspectives on friendship dynamics, social inclusion, and the meaning of social connection. We found that autistic participants reported lower social motivation, a finding supported by parent reports. They spent less time looking at social content and exerted less effort to obtain social rewards than non-autistic peers. However, their open-ended responses showed that they sought social connection through shared activities, preferred small and stable social networks, and found joy and belonging in close friendships, despite challenges such as the strain of social interaction. Our results can help professionals avoid misinterpreting autistic people’s social behaviors, and help families and peers recognize autistic individuals’ expressions of social interest, reducing unfair judgments and promoting more respectful interactions. In addition, these findings support the development of assessments and social programs that reflect autistic perspectives. En ligne : https://dx.doi.org/10.1177/13623613261445631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Social Motivation in Autism Spectrum Disorder: A Mixed-Methods Exploration Using Eye-Tracking, Behavioral Tasks, Self- and Parent-Reports, and Qualitative Insights [texte imprimé] / Jiaxi LI, Auteur ; Kathy Kar-Man SHUM, Auteur . - p.1844-1862. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1844-1862 Mots-clés : autism spectrum disorder  social motivation  mixed-methods  qualitative analysis  eye-tracking Index. décimale : PER Périodiques Résumé : Social motivation diminishment is a core autism feature, yet prior research has been inconsistent, focusing on single dimensions and overlooking heterogeneity in motivational expressions among autistic individuals. This mixed-methods study compared social motivation in 104 individuals with autism (male: 74, Mage = 18.55 years) and 192 non-autistic peers (male: 101, Mage = 16.65 years), using eye-tracking and behavioral tasks, self-/parent-reports, and qualitative analysis of open-ended responses. Quantitative analyses revealed autistic participants had lower self-determined motivation, driven by reduced intrinsic motivation and identified regulation. Parent-report results corroborated lower perceived social motivation in the autistic group. The eye-tracking task showed decreased orientation to social stimuli, and behavioral task indicated reduced willingness to exert effort for social rewards, with no significant associations with age or autistic trait. Qualitative data highlighted that despite challenges, many autistic participants valued friendship and sought connection through shared activities, often preferring compact, stable social networks. The group-level quantitative findings align with social motivation theory but underscore heterogeneity, showing that diminished social motivation in autism may stem from contextual challenges rather than uniform amotivation. This study advances the understanding of social motivation dynamics, emphasizing the need for inclusive assessments that recognize diverse motivational expressions and prioritize subjective experiences.Lay Abstract Social motivation refers to how much people want to engage with others, notice social cues, and seek connections. Researchers have long debated whether autistic people’s social challenges stem from lower social motivation. However, past studies often focused on only one aspect of social motivation and ignored individual differences among autistic people. We recruited 104 autistic and 192 non-autistic adolescents and young adults. Participants and their caregivers completed questionnaires about social motivation from their own and caregivers’ perspectives. We used two behavioral tasks to measure how much attention participants devoted to social content, and how willing they were to exert effort for social rewards. Open-ended questions captured autistic participants’ perspectives on friendship dynamics, social inclusion, and the meaning of social connection. We found that autistic participants reported lower social motivation, a finding supported by parent reports. They spent less time looking at social content and exerted less effort to obtain social rewards than non-autistic peers. However, their open-ended responses showed that they sought social connection through shared activities, preferred small and stable social networks, and found joy and belonging in close friendships, despite challenges such as the strain of social interaction. Our results can help professionals avoid misinterpreting autistic people’s social behaviors, and help families and peers recognize autistic individuals’ expressions of social interest, reducing unfair judgments and promoting more respectful interactions. In addition, these findings support the development of assessments and social programs that reflect autistic perspectives. En ligne : https://dx.doi.org/10.1177/13623613261445631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Assess the Fidelity, Validity and Responsiveness of the Brief Observation of Social Communication Change (BOSCC) to Measure Changes in the Social Interactions of Preschool Children With Autism Spectrum Disorder / Agathe JAY in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1863-1878 Titre : Assess the Fidelity, Validity and Responsiveness of the Brief Observation of Social Communication Change (BOSCC) to Measure Changes in the Social Interactions of Preschool Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Agathe JAY, Auteur ; Lucie JUREK, Auteur ; Riham HAMADEH, Auteur ; Marie-Joëlle OREVE, Auteur ; Carmen M. SCHRÖDER, Auteur ; Véronique DELVENNE, Auteur ; Sandrine SONIE, Auteur ; Bruno FALISSARD, Auteur ; Olivia FEBVEY-COMBES, Auteur ; Mario SPERANZA, Auteur ; Marie-Maude GEOFFRAY, Auteur ; null NULL, Auteur Article en page(s) : p.1863-1878 Langues : Anglais (eng) Mots-clés : assess  autism spectrum disorder  fidelity  responsiveness  validity Index. décimale : PER Périodiques Résumé : Accurately measuring changes in core autism symptoms following early intervention is challenging. The Brief Observation of Social Communication Change (BOSCC) is a promising tool for assessing social interactions in preschoolers with autism spectrum disorder (ASD). However, data on its responsiveness remain limited, warranting validation to support its use in evaluating treatment-related changes. This study aimed to assess the reliability, validity, and sensitivity to change of the BOSCC based on international recommendations from the COSMIN expert group. The BOSCC was rated using 414 video observations from a large multicenter randomized controlled trial including 177 preschoolers with ASD between 19 and 36 months. Videos were coded using the original BOSCC protocol by trained, blinded raters. Analyses addressed reliability, structural and convergent validity, and responsiveness over a 2-year follow-up. Interrater, intrarater, and test–retest reliability were consistently high, with good internal consistency (Cronbach’s α = 0.88–0.98). Factor analysis supported a three-factor structure. Convergent validity was modest with Autism Diagnostic Observation Scale (ADOS) change scores (r = 0.05–0.20) but stronger with global ratings of improvement on the Clinical Global Impression–Improvement (CGI-I; r = 0.40–0.60, p < 0.001). ROC analyses confirmed acceptable to good responsiveness when anchored to the CGI-I, but poor discrimination relative to the ADOS. The BOSCC is a reliable and responsive measure of change in preschoolers with ASD. Its naturalistic format supports its use as an outcome measure in early intervention trials. Establishing thresholds for clinically meaningful change will be a critical next step for both research and clinical practice.Lay Abstract Early intervention may improve social interaction and communication in young children with autism spectrum disorder (ASD). However, it is often difficult to measure changes in core autism symptoms over time. Many commonly used assessment tools were developed for diagnosis and are not always sensitive to treatment-related change. The Brief Observation of Social Communication Change (BOSCC) was specifically designed to address this gap by using short, naturalistic observations of children’s social communication. This study examined how well the BOSCC works as a tool to capture change. We assessed its reliability (whether it gives consistent results), validity (whether it measures what it is intended to measure), and responsiveness (whether it can detect change over time). The study included 414 video observations from a large multicenter randomized controlled trial involving 177 preschool children with ASD, aged 19–36 months, followed up for over a 2-year period. Videos were rated by trained, independent observers using the original BOSCC coding system. Results showed that BOSCC is a highly reliable measure, with strong agreement between different raters and good consistency over time. The structure of the scale was supported, and BOSCC scores were meaningfully related to clinicians’ overall judgments of improvement. In contrast, changes in BOSCC scores were less closely related to changes measured by standard diagnostic tools. Overall, these findings support the BOSCC as a useful and sensitive outcome measure for evaluating change in early autism interventions. Future research should define thresholds for clinically meaningful change to strengthen its use in research, clinical practice, and service evaluation. En ligne : https://dx.doi.org/10.1177/13623613261442618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Assess the Fidelity, Validity and Responsiveness of the Brief Observation of Social Communication Change (BOSCC) to Measure Changes in the Social Interactions of Preschool Children With Autism Spectrum Disorder [texte imprimé] / Agathe JAY, Auteur ; Lucie JUREK, Auteur ; Riham HAMADEH, Auteur ; Marie-Joëlle OREVE, Auteur ; Carmen M. SCHRÖDER, Auteur ; Véronique DELVENNE, Auteur ; Sandrine SONIE, Auteur ; Bruno FALISSARD, Auteur ; Olivia FEBVEY-COMBES, Auteur ; Mario SPERANZA, Auteur ; Marie-Maude GEOFFRAY, Auteur ; null NULL, Auteur . - p.1863-1878. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1863-1878 Mots-clés : assess  autism spectrum disorder  fidelity  responsiveness  validity Index. décimale : PER Périodiques Résumé : Accurately measuring changes in core autism symptoms following early intervention is challenging. The Brief Observation of Social Communication Change (BOSCC) is a promising tool for assessing social interactions in preschoolers with autism spectrum disorder (ASD). However, data on its responsiveness remain limited, warranting validation to support its use in evaluating treatment-related changes. This study aimed to assess the reliability, validity, and sensitivity to change of the BOSCC based on international recommendations from the COSMIN expert group. The BOSCC was rated using 414 video observations from a large multicenter randomized controlled trial including 177 preschoolers with ASD between 19 and 36 months. Videos were coded using the original BOSCC protocol by trained, blinded raters. Analyses addressed reliability, structural and convergent validity, and responsiveness over a 2-year follow-up. Interrater, intrarater, and test–retest reliability were consistently high, with good internal consistency (Cronbach’s α = 0.88–0.98). Factor analysis supported a three-factor structure. Convergent validity was modest with Autism Diagnostic Observation Scale (ADOS) change scores (r = 0.05–0.20) but stronger with global ratings of improvement on the Clinical Global Impression–Improvement (CGI-I; r = 0.40–0.60, p < 0.001). ROC analyses confirmed acceptable to good responsiveness when anchored to the CGI-I, but poor discrimination relative to the ADOS. The BOSCC is a reliable and responsive measure of change in preschoolers with ASD. Its naturalistic format supports its use as an outcome measure in early intervention trials. Establishing thresholds for clinically meaningful change will be a critical next step for both research and clinical practice.Lay Abstract Early intervention may improve social interaction and communication in young children with autism spectrum disorder (ASD). However, it is often difficult to measure changes in core autism symptoms over time. Many commonly used assessment tools were developed for diagnosis and are not always sensitive to treatment-related change. The Brief Observation of Social Communication Change (BOSCC) was specifically designed to address this gap by using short, naturalistic observations of children’s social communication. This study examined how well the BOSCC works as a tool to capture change. We assessed its reliability (whether it gives consistent results), validity (whether it measures what it is intended to measure), and responsiveness (whether it can detect change over time). The study included 414 video observations from a large multicenter randomized controlled trial involving 177 preschool children with ASD, aged 19–36 months, followed up for over a 2-year period. Videos were rated by trained, independent observers using the original BOSCC coding system. Results showed that BOSCC is a highly reliable measure, with strong agreement between different raters and good consistency over time. The structure of the scale was supported, and BOSCC scores were meaningfully related to clinicians’ overall judgments of improvement. In contrast, changes in BOSCC scores were less closely related to changes measured by standard diagnostic tools. Overall, these findings support the BOSCC as a useful and sensitive outcome measure for evaluating change in early autism interventions. Future research should define thresholds for clinically meaningful change to strengthen its use in research, clinical practice, and service evaluation. En ligne : https://dx.doi.org/10.1177/13623613261442618 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Peer rejection as a mediator between socio-emotional function and internalizing symptoms in autistic adolescents / Xing SU in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1879-1886 Titre : Peer rejection as a mediator between socio-emotional function and internalizing symptoms in autistic adolescents Type de document : texte imprimé Auteurs : Xing SU, Auteur ; Xizhe JIN, Auteur ; Bingxi SUN, Auteur ; Xue LI, Auteur ; Li YI, Auteur Article en page(s) : p.1879-1886 Langues : Anglais (eng) Mots-clés : autism  internalizing symptoms  peer rejection  socio-emotional function Index. décimale : PER Périodiques Résumé : Peer rejection is a distressing experience, which has been found to mediate the association between socio-emotional function and internalizing symptoms in neurotypical adolescents. To examine whether peer rejection statistically links socio-emotional function and internalizing symptoms in autistic adolescents, we measured their socio-emotional function (social skill, alexithymia, empathy), peer rejection, and internalizing symptoms. Autistic adolescents (N = 71), aged between 10 and 16 years (M = 12.73 years), completed questionnaires measuring peer rejection, socio-emotional function (alexithymia, empathy), and internalizing symptoms (depression, anxiety, social anxiety), and their parents completed the Autism-Spectrum Quotient questionnaire measuring adolescents’ social skills. Our results revealed that peer rejection was associated with internalizing symptoms, and peer rejection mediates the relationships between socio-emotional function (social skill, alexithymia, empathy) and internalizing symptoms. These findings underscore the importance of relational factors in the mental health of autistic adolescents and highlight the importance of addressing peer rejection through inclusive practices and social acceptance initiatives.Lay abstract Teenagers often find peer rejection distressing. It is also linked to mental health issues such as anxiety and depression. For autistic adolescents, experiencing peer rejection is even more common, but its associations with mental health are less understood. This study aimed to find out if peer rejection is related to anxiety and depression in autistic adolescents. We also wanted to see how social skills, emotional awareness (alexithymia), and empathy relate to peer rejection, and whether these associations extend to emotional distress (depression, anxiety, social anxiety). We surveyed autistic adolescents aged 10 to 16 about their social experiences, socio-emotional function, and emotional distress. Their parents provided social-skill information. Autistic adolescents who felt more rejected by their peers had higher levels of emotional distress. Moreover, teens who struggled more with social skills and emotional functions tended to feel more rejected by peers and to experience higher levels of emotional distress. Our findings suggest that relationships play a crucial role in the mental health of autistic adolescents. While building individual social and emotional skills is important, fostering supportive peer environments may also play a key role in promoting their well-being. En ligne : https://dx.doi.org/10.1177/13623613261421433 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Peer rejection as a mediator between socio-emotional function and internalizing symptoms in autistic adolescents [texte imprimé] / Xing SU, Auteur ; Xizhe JIN, Auteur ; Bingxi SUN, Auteur ; Xue LI, Auteur ; Li YI, Auteur . - p.1879-1886. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1879-1886 Mots-clés : autism  internalizing symptoms  peer rejection  socio-emotional function Index. décimale : PER Périodiques Résumé : Peer rejection is a distressing experience, which has been found to mediate the association between socio-emotional function and internalizing symptoms in neurotypical adolescents. To examine whether peer rejection statistically links socio-emotional function and internalizing symptoms in autistic adolescents, we measured their socio-emotional function (social skill, alexithymia, empathy), peer rejection, and internalizing symptoms. Autistic adolescents (N = 71), aged between 10 and 16 years (M = 12.73 years), completed questionnaires measuring peer rejection, socio-emotional function (alexithymia, empathy), and internalizing symptoms (depression, anxiety, social anxiety), and their parents completed the Autism-Spectrum Quotient questionnaire measuring adolescents’ social skills. Our results revealed that peer rejection was associated with internalizing symptoms, and peer rejection mediates the relationships between socio-emotional function (social skill, alexithymia, empathy) and internalizing symptoms. These findings underscore the importance of relational factors in the mental health of autistic adolescents and highlight the importance of addressing peer rejection through inclusive practices and social acceptance initiatives.Lay abstract Teenagers often find peer rejection distressing. It is also linked to mental health issues such as anxiety and depression. For autistic adolescents, experiencing peer rejection is even more common, but its associations with mental health are less understood. This study aimed to find out if peer rejection is related to anxiety and depression in autistic adolescents. We also wanted to see how social skills, emotional awareness (alexithymia), and empathy relate to peer rejection, and whether these associations extend to emotional distress (depression, anxiety, social anxiety). We surveyed autistic adolescents aged 10 to 16 about their social experiences, socio-emotional function, and emotional distress. Their parents provided social-skill information. Autistic adolescents who felt more rejected by their peers had higher levels of emotional distress. Moreover, teens who struggled more with social skills and emotional functions tended to feel more rejected by peers and to experience higher levels of emotional distress. Our findings suggest that relationships play a crucial role in the mental health of autistic adolescents. While building individual social and emotional skills is important, fostering supportive peer environments may also play a key role in promoting their well-being. En ligne : https://dx.doi.org/10.1177/13623613261421433 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

A 5-Year Update of Conflicts of Interest in Autism Intervention Research in Applied Behavior Analysis Journals / Kristen BOTTEMA-BEUTEL in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1887-1894 Titre : A 5-Year Update of Conflicts of Interest in Autism Intervention Research in Applied Behavior Analysis Journals Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Jessica HINSON-WILLIAMS, Auteur ; Yueyang SHEN, Auteur ; Ruoxi GUO, Auteur ; Samantha BRAYTON, Auteur ; Jacqueline ALICEA, Auteur ; Shannon LAPOINT, Auteur Article en page(s) : p.1887-1894 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  conflicts of interest  research ethics Index. décimale : PER Périodiques Résumé : Researchers’ false, incomplete, or missing disclosures of conflicts of interest (COIs) can introduce bias into research, can erode public trust in research findings, and represent ethical violations of most academic journal policies. A 2020 study discovered that publications in applied behavior analysis (ABA) journals are particularly problematic in adherence to COI disclosure ethics. The current study is a 5-year update of this previously conducted study. We examined autism intervention research articles published over a 1-year period in eight ABA journals. Two coders extracted author names and COI disclosure statements from each study and conducted web searches to determine if authors were affiliated with organizations providing ABA services or consulting. One hundred and nineteen studies met our inclusion criteria, from which we compiled a database of 450 authors. Seventy-eight percent of authors held clinical and/or consultancy COIs. At the study level, 93% of studies were written by at least one author with a clinical and/or consultancy COI. Only 8% of studies disclosed any author COIs, and only 2% disclosed clinical and/or consultancy COIs. Ninety-three percent of statements claiming no COIs were false. COIs are increasingly pervasive in ABA autism intervention research, and the vast majority remain undisclosed.Lay Abstract This study looked at how often researchers who publish about autism interventions in journals focused on one type of intervention called Applied Behavior Analysis (ABA) tell readers about their conflicts of interest (COIs). COIs happen when researchers benefit from showing something specific in their research, such as an intervention making things better for autistic people. The COIs we looked at are when researchers also receive money to provide ABA to autistic people or help other researchers provide ABA to autistic people (i.e., they worked as a consultant). COIs can negatively affect how research is designed, interpreted, and presented. We wanted to see if researchers tell readers about their COIs, or if they say they do not have COIs when they do. We reviewed autism-related intervention papers published over 1 year in eight ABA journals. For every paper, we copied the COI statement. Then, we searched online to see if authors were working as or consulting with ABA service providers. We looked at 119 papers with a total of 450 authors. This study is a five-year update of a 2020 study that found widespread but rarely reported financial COIs among ABA researchers. In our updated study, we found that 78% of authors had a COI. Some worked in ABA clinics, some offered paid consulting to other ABA providers, and some did both. Almost all papers (93%) had at least one author with these kinds of connections. But very few (8%) mentioned any COIs, and only 2% of papers stated that the authors worked as ABA providers or consultants. Most papers said the authors had no conflicts at all, but this was often not true. In fact, 93% of “no COI” statements were false. Although more ABA journals now require disclosure than in the past, many statements are still inaccurate, showing that the problem has not improved. The people in charge of publishing research, and the people who write research papers, need to do much better to let readers know about researchers’ COIs. En ligne : https://dx.doi.org/10.1177/13623613261433165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] A 5-Year Update of Conflicts of Interest in Autism Intervention Research in Applied Behavior Analysis Journals [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur ; Jessica HINSON-WILLIAMS, Auteur ; Yueyang SHEN, Auteur ; Ruoxi GUO, Auteur ; Samantha BRAYTON, Auteur ; Jacqueline ALICEA, Auteur ; Shannon LAPOINT, Auteur . - p.1887-1894. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1887-1894 Mots-clés : applied behavior analysis  autism  conflicts of interest  research ethics Index. décimale : PER Périodiques Résumé : Researchers’ false, incomplete, or missing disclosures of conflicts of interest (COIs) can introduce bias into research, can erode public trust in research findings, and represent ethical violations of most academic journal policies. A 2020 study discovered that publications in applied behavior analysis (ABA) journals are particularly problematic in adherence to COI disclosure ethics. The current study is a 5-year update of this previously conducted study. We examined autism intervention research articles published over a 1-year period in eight ABA journals. Two coders extracted author names and COI disclosure statements from each study and conducted web searches to determine if authors were affiliated with organizations providing ABA services or consulting. One hundred and nineteen studies met our inclusion criteria, from which we compiled a database of 450 authors. Seventy-eight percent of authors held clinical and/or consultancy COIs. At the study level, 93% of studies were written by at least one author with a clinical and/or consultancy COI. Only 8% of studies disclosed any author COIs, and only 2% disclosed clinical and/or consultancy COIs. Ninety-three percent of statements claiming no COIs were false. COIs are increasingly pervasive in ABA autism intervention research, and the vast majority remain undisclosed.Lay Abstract This study looked at how often researchers who publish about autism interventions in journals focused on one type of intervention called Applied Behavior Analysis (ABA) tell readers about their conflicts of interest (COIs). COIs happen when researchers benefit from showing something specific in their research, such as an intervention making things better for autistic people. The COIs we looked at are when researchers also receive money to provide ABA to autistic people or help other researchers provide ABA to autistic people (i.e., they worked as a consultant). COIs can negatively affect how research is designed, interpreted, and presented. We wanted to see if researchers tell readers about their COIs, or if they say they do not have COIs when they do. We reviewed autism-related intervention papers published over 1 year in eight ABA journals. For every paper, we copied the COI statement. Then, we searched online to see if authors were working as or consulting with ABA service providers. We looked at 119 papers with a total of 450 authors. This study is a five-year update of a 2020 study that found widespread but rarely reported financial COIs among ABA researchers. In our updated study, we found that 78% of authors had a COI. Some worked in ABA clinics, some offered paid consulting to other ABA providers, and some did both. Almost all papers (93%) had at least one author with these kinds of connections. But very few (8%) mentioned any COIs, and only 2% of papers stated that the authors worked as ABA providers or consultants. Most papers said the authors had no conflicts at all, but this was often not true. In fact, 93% of “no COI” statements were false. Although more ABA journals now require disclosure than in the past, many statements are still inaccurate, showing that the problem has not improved. The people in charge of publishing research, and the people who write research papers, need to do much better to let readers know about researchers’ COIs. En ligne : https://dx.doi.org/10.1177/13623613261433165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Are Lemons Fast for People With Autism? Semantic and Perceptual Crossmodal Correspondences in Autism Beyond the Kiki–Bouba Effect / Magdalena Ewa KROL in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1895-1900 Titre : Are Lemons Fast for People With Autism? Semantic and Perceptual Crossmodal Correspondences in Autism Beyond the Kiki–Bouba Effect Type de document : texte imprimé Auteurs : Magdalena Ewa KROL, Auteur ; Agata TOKAREK, Auteur ; Michał Krzysztof KRÓL, Auteur Article en page(s) : p.1895-1900 Langues : Anglais (eng) Mots-clés : autism  crossmodal correspondences  hypo-priors  Kiki–Bouba effect  multisensory processing Index. décimale : PER Périodiques Résumé : Attenuated sound–shape matching in the classic Kiki–Bouba effect in autism has already been replicated in several studies, but it remains unclear whether this attenuation is confined to low-level multisensory integration or whether it reflects a broader reduction in crossmodal priors. In this pre-registered study, we tested 68 intelligence quotient (IQ)-matched participants (31 autistic, 37 typically developing) on four established crossmodal correspondence tasks that span perceptual to conceptual mappings: (1) “Fast lemons” (object–adjective), (2) sound–size pairings with Greebles, (3) kiki–bouba variants, and (4) color–taste matches. A generalized linear mixed-effects model showed a significant main effect of autism, indicating fewer theoretically congruent choices across all tasks. Target consistency increased with age, performance intelligence quotient (PIQ) and with an artificial intelligence (AI)-derived item-difficulty index. Random slopes revealed no task-by-diagnosis interaction, suggesting that diminished correspondence strength in autism generalizes across sensory and semantic domains. These results cautiously point to domain-general accounts, such as predictive-coding “hypo-priors,” over multisensory-specific explanations, and highlight crossmodal correspondences as an intriguing window into information processing in autism.Lay Abstract People often make associations between information that comes from different senses – things they see, hear, and feel. For example, one of the classic findings in psychology is that most people think the made-up word “kiki” fits a spiky shape, while “bouba” matches a round one. Previous research has shown that people with autism may be less likely to make these typical associations. However, it’s not clear whether this difference is specific to that one example (sound and shape associations) or part of a wider difference in how people with autism link information from different senses. In this study, we tested 68 teenagers and adults (31 autistic and 37 non-autistic), all with similar intelligence quotient (IQ) levels, on four different tasks that involved matching images with other types of information. These included deciding whether a lemon is more “fast” or “slow”, which made-up name fits a creature of a certain size, what taste fits a color, and which name fits a shape. There were no right or wrong answers, but some choices matched what most people typically select. We found that autistic participants across different tasks were less likely than non-autistic participants to choose the most common or expected pairings. These findings suggest that autistic people may form different types of sensory connections, not just in sound–shape tasks but across a broader range of sensory and conceptual experiences. What does this tell us about autistic minds? While more research is needed to know for sure, our findings are consistent with a theory that autistic people may rely less on previous experiences when processing new information. This theory is known as the “hypo-priors” account, which suggests that autistic perception is less shaped by learned expectations and more by the raw details of what’s currently being sensed. En ligne : https://dx.doi.org/10.1177/13623613261441750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Are Lemons Fast for People With Autism? Semantic and Perceptual Crossmodal Correspondences in Autism Beyond the Kiki–Bouba Effect [texte imprimé] / Magdalena Ewa KROL, Auteur ; Agata TOKAREK, Auteur ; Michał Krzysztof KRÓL, Auteur . - p.1895-1900. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1895-1900 Mots-clés : autism  crossmodal correspondences  hypo-priors  Kiki–Bouba effect  multisensory processing Index. décimale : PER Périodiques Résumé : Attenuated sound–shape matching in the classic Kiki–Bouba effect in autism has already been replicated in several studies, but it remains unclear whether this attenuation is confined to low-level multisensory integration or whether it reflects a broader reduction in crossmodal priors. In this pre-registered study, we tested 68 intelligence quotient (IQ)-matched participants (31 autistic, 37 typically developing) on four established crossmodal correspondence tasks that span perceptual to conceptual mappings: (1) “Fast lemons” (object–adjective), (2) sound–size pairings with Greebles, (3) kiki–bouba variants, and (4) color–taste matches. A generalized linear mixed-effects model showed a significant main effect of autism, indicating fewer theoretically congruent choices across all tasks. Target consistency increased with age, performance intelligence quotient (PIQ) and with an artificial intelligence (AI)-derived item-difficulty index. Random slopes revealed no task-by-diagnosis interaction, suggesting that diminished correspondence strength in autism generalizes across sensory and semantic domains. These results cautiously point to domain-general accounts, such as predictive-coding “hypo-priors,” over multisensory-specific explanations, and highlight crossmodal correspondences as an intriguing window into information processing in autism.Lay Abstract People often make associations between information that comes from different senses – things they see, hear, and feel. For example, one of the classic findings in psychology is that most people think the made-up word “kiki” fits a spiky shape, while “bouba” matches a round one. Previous research has shown that people with autism may be less likely to make these typical associations. However, it’s not clear whether this difference is specific to that one example (sound and shape associations) or part of a wider difference in how people with autism link information from different senses. In this study, we tested 68 teenagers and adults (31 autistic and 37 non-autistic), all with similar intelligence quotient (IQ) levels, on four different tasks that involved matching images with other types of information. These included deciding whether a lemon is more “fast” or “slow”, which made-up name fits a creature of a certain size, what taste fits a color, and which name fits a shape. There were no right or wrong answers, but some choices matched what most people typically select. We found that autistic participants across different tasks were less likely than non-autistic participants to choose the most common or expected pairings. These findings suggest that autistic people may form different types of sensory connections, not just in sound–shape tasks but across a broader range of sensory and conceptual experiences. What does this tell us about autistic minds? While more research is needed to know for sure, our findings are consistent with a theory that autistic people may rely less on previous experiences when processing new information. This theory is known as the “hypo-priors” account, which suggests that autistic perception is less shaped by learned expectations and more by the raw details of what’s currently being sensed. En ligne : https://dx.doi.org/10.1177/13623613261441750 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

The potential for successful autistic ageing: Proposing a lifespan developmental psychology approach / Berthine OMMENSEN in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1901-1915 Titre : The potential for successful autistic ageing: Proposing a lifespan developmental psychology approach Type de document : texte imprimé Auteurs : Berthine OMMENSEN, Auteur ; Tony ATTWOOD, Auteur ; Nancy A. PACHANA, Auteur ; Kate SOFRONOFF, Auteur Article en page(s) : p.1901-1915 Langues : Anglais (eng) Mots-clés : autistic ageing  developmental trajectories  emotional functioning  lifespan psychology  older adults  social functioning  successful ageing Index. décimale : PER Périodiques Résumé : Negative misconceptions about the inevitability of declining physical health and cognitive functioning in old age abound in society and in literature on autistic ageing. But there is a paradox of ageing: most older adults in the general population experience increases in life satisfaction and emotional wellbeing in later life that are associated with quality of life and indicative of successful ageing. Parallel patterns of later-life improvement in psychosocial functioning and emotional wellbeing have been found in attention deficit hyperactivity disorder and schizophrenia, which raises the tantalising question: could the paradox of ageing be true for older autistic adults too? Contemporary gerontological research that reconciles the contradictions inherent in this paradox from a lifespan developmental psychology perspective also informs global public health initiatives. These promote healthy successful ageing as a process of recovery, adaptation and growth in later life for people of all abilities. By contrast, there has been relatively little examination of autistic ageing from this perspective. Drawing on analyses of both gerontological and autism literature, this gap is addressed. Lifespan psychology’s potential relevance to the developmental trajectory of autism is explored, and an evidence-based theoretical framework to guide future autism research and clinical practice aimed at promoting successful autistic ageing is proposed.Lay Abstract What is already known about this topic?Despite experiencing physical and mental losses as they age, most older people are satisfied with life. They have more positive than negative emotions, and this is related to wellbeing and improved quality of life. According to lifespan psychology, this unexpected pattern is evidence of successful ageing. By contrast, the potential for successful ageing in autism is not well understood. Even though it informs the World Health Organization’s guidelines on healthy ageing, there has been relatively little consideration of lifespan psychology in relation to autistic ageing. The researchers’ aim was to address this gap.What does this article add?This article provides a novel approach to understanding and promoting successful autistic ageing. It describes lifespan psychology and associated models and theories and how they relate to autistic experience. It also explains how and why positive outcomes like quality of life and life satisfaction are realistic goals for older autistic adults.Implications for practice, research or policyLifespan psychology offers an evidence-based framework for guiding future research, policy and clinical practice to help older autistic adults achieve positive life outcomes, productivity, personal growth and wellbeing. Future research should test whether autistic older adults experience the same improvements in social and emotional wellbeing in later life as other groups in the population. This will help to make sure that health policy and clinical support are not based on negative assumptions about autistic ageing that do not reflect real-life experiences. Most importantly, this article shows that by thinking about ageing differently, there are opportunities for all autistic adults to enjoy healthy successful ageing. En ligne : https://dx.doi.org/10.1177/13623613261418468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] The potential for successful autistic ageing: Proposing a lifespan developmental psychology approach [texte imprimé] / Berthine OMMENSEN, Auteur ; Tony ATTWOOD, Auteur ; Nancy A. PACHANA, Auteur ; Kate SOFRONOFF, Auteur . - p.1901-1915. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1901-1915 Mots-clés : autistic ageing  developmental trajectories  emotional functioning  lifespan psychology  older adults  social functioning  successful ageing Index. décimale : PER Périodiques Résumé : Negative misconceptions about the inevitability of declining physical health and cognitive functioning in old age abound in society and in literature on autistic ageing. But there is a paradox of ageing: most older adults in the general population experience increases in life satisfaction and emotional wellbeing in later life that are associated with quality of life and indicative of successful ageing. Parallel patterns of later-life improvement in psychosocial functioning and emotional wellbeing have been found in attention deficit hyperactivity disorder and schizophrenia, which raises the tantalising question: could the paradox of ageing be true for older autistic adults too? Contemporary gerontological research that reconciles the contradictions inherent in this paradox from a lifespan developmental psychology perspective also informs global public health initiatives. These promote healthy successful ageing as a process of recovery, adaptation and growth in later life for people of all abilities. By contrast, there has been relatively little examination of autistic ageing from this perspective. Drawing on analyses of both gerontological and autism literature, this gap is addressed. Lifespan psychology’s potential relevance to the developmental trajectory of autism is explored, and an evidence-based theoretical framework to guide future autism research and clinical practice aimed at promoting successful autistic ageing is proposed.Lay Abstract What is already known about this topic?Despite experiencing physical and mental losses as they age, most older people are satisfied with life. They have more positive than negative emotions, and this is related to wellbeing and improved quality of life. According to lifespan psychology, this unexpected pattern is evidence of successful ageing. By contrast, the potential for successful ageing in autism is not well understood. Even though it informs the World Health Organization’s guidelines on healthy ageing, there has been relatively little consideration of lifespan psychology in relation to autistic ageing. The researchers’ aim was to address this gap.What does this article add?This article provides a novel approach to understanding and promoting successful autistic ageing. It describes lifespan psychology and associated models and theories and how they relate to autistic experience. It also explains how and why positive outcomes like quality of life and life satisfaction are realistic goals for older autistic adults.Implications for practice, research or policyLifespan psychology offers an evidence-based framework for guiding future research, policy and clinical practice to help older autistic adults achieve positive life outcomes, productivity, personal growth and wellbeing. Future research should test whether autistic older adults experience the same improvements in social and emotional wellbeing in later life as other groups in the population. This will help to make sure that health policy and clinical support are not based on negative assumptions about autistic ageing that do not reflect real-life experiences. Most importantly, this article shows that by thinking about ageing differently, there are opportunities for all autistic adults to enjoy healthy successful ageing. En ligne : https://dx.doi.org/10.1177/13623613261418468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590