Dépouillements

Staying With the Trouble: An Argument for Transdisciplinary Autism Research / Abbie CAMPBELL-MAPPLEBECK in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.1919-1923 Titre : Staying With the Trouble: An Argument for Transdisciplinary Autism Research Type de document : texte imprimé Auteurs : Abbie CAMPBELL-MAPPLEBECK, Auteur ; Anthony SCHRAG, Auteur ; Rachael DAVIS, Auteur Article en page(s) : p.1919-1923 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261459639 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Staying With the Trouble: An Argument for Transdisciplinary Autism Research [texte imprimé] / Abbie CAMPBELL-MAPPLEBECK, Auteur ; Anthony SCHRAG, Auteur ; Rachael DAVIS, Auteur . - p.1919-1923. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.1919-1923 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261459639 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

The Views of Autistic Adults on Early Autism Interventions: A Mixed-Methods Systematic Literature Review / Elizaveta NOSOVA in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.1924-1939 Titre : The Views of Autistic Adults on Early Autism Interventions: A Mixed-Methods Systematic Literature Review Type de document : texte imprimé Auteurs : Elizaveta NOSOVA, Auteur ; Alexandra STURROCK, Auteur ; Neil HUMPHREY, Auteur ; Kathy LEADBITTER, Auteur Article en page(s) : p.1924-1939 Langues : Anglais (eng) Mots-clés : early autism interventions  autistic perspectives  autism support  behavioural interventions  review Index. décimale : PER Périodiques Résumé : For many years, early autism interventions were developed without the involvement of autistic people. This review explores the views and experiences of autistic adults regarding psychosocial/educational interventions for young autistic children. Four databases (Web of Science Core Collection, Education Resource Information Centre, Education Database and PsycINFO) were searched; 19 studies were identified. Quality appraisal was performed using the Quality Assessment with Diverse Studies tool. Qualitative data were analysed using thematic synthesis. Quantitative data were analysed using descriptive narrative synthesis, including textual description, tabulation and a visual representation. Five themes were developed among studies with qualitative data: Hear the child’s voice, Let the child be a child, Celebrate autistic lives, Understand autistic challenges and, finally, a cross-cutting theme, Damage done, on negative experiences of autistic people who underwent early interventions. In studies with quantitative data, autistic people endorsed well-being, adult support/accessibility and reducing harmful behaviours, and did not endorse outcomes related to reducing autism traits. We conclude that, according to autistic adults, early interventions should take an autism-affirmative approach, be developmentally appropriate and foster self-determination. Given that the present research included studies from varied cultures and backgrounds, further research is required to examine how individual differences influence perspectives on interventions.Lay Abstract Our study aimed to understand what earlier studies found when they asked autistic adults for their views on intervention and support for young autistic children. We were interested in the views of autistic adults whether they had taken part in early interventions or not. After searching through online records, we found 19 relevant studies. We evaluated the quality of the studies and then separated qualitative (text-based) and quantitative (number-based) data. In studies with qualitative data, we found five themes. Hear the child’s voice talks about child’s assent, Let the child be a child addresses support being play-based and fun, Celebrate autistic lives focuses on autism acceptance and Understand autistic challenges examines making society more accessible. Damage done outlines the negative experiences of autistic people who took part in early interventions. Studies with quantitative data were very different to each other, so we described their similar aspects. In four quantitative studies, autistic people rated intervention goals based on how good or important the goal is for the child. Autistic people said the best/most important goals focused on safety, child well-being and adult support. The worst/least important goals focused on changing autism characteristics such as stimming and eye contact. A graph was made to show this. We need more research on intervention practices and contexts and more research where we ask diverse autistic people: autistic parents, autistic children, men, people of colour and people with higher support needs. Researchers and practitioners can use these findings to develop and provide support that aligns with autistic people’s priorities. En ligne : https://dx.doi.org/10.1177/13623613261460931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] The Views of Autistic Adults on Early Autism Interventions: A Mixed-Methods Systematic Literature Review [texte imprimé] / Elizaveta NOSOVA, Auteur ; Alexandra STURROCK, Auteur ; Neil HUMPHREY, Auteur ; Kathy LEADBITTER, Auteur . - p.1924-1939. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.1924-1939 Mots-clés : early autism interventions  autistic perspectives  autism support  behavioural interventions  review Index. décimale : PER Périodiques Résumé : For many years, early autism interventions were developed without the involvement of autistic people. This review explores the views and experiences of autistic adults regarding psychosocial/educational interventions for young autistic children. Four databases (Web of Science Core Collection, Education Resource Information Centre, Education Database and PsycINFO) were searched; 19 studies were identified. Quality appraisal was performed using the Quality Assessment with Diverse Studies tool. Qualitative data were analysed using thematic synthesis. Quantitative data were analysed using descriptive narrative synthesis, including textual description, tabulation and a visual representation. Five themes were developed among studies with qualitative data: Hear the child’s voice, Let the child be a child, Celebrate autistic lives, Understand autistic challenges and, finally, a cross-cutting theme, Damage done, on negative experiences of autistic people who underwent early interventions. In studies with quantitative data, autistic people endorsed well-being, adult support/accessibility and reducing harmful behaviours, and did not endorse outcomes related to reducing autism traits. We conclude that, according to autistic adults, early interventions should take an autism-affirmative approach, be developmentally appropriate and foster self-determination. Given that the present research included studies from varied cultures and backgrounds, further research is required to examine how individual differences influence perspectives on interventions.Lay Abstract Our study aimed to understand what earlier studies found when they asked autistic adults for their views on intervention and support for young autistic children. We were interested in the views of autistic adults whether they had taken part in early interventions or not. After searching through online records, we found 19 relevant studies. We evaluated the quality of the studies and then separated qualitative (text-based) and quantitative (number-based) data. In studies with qualitative data, we found five themes. Hear the child’s voice talks about child’s assent, Let the child be a child addresses support being play-based and fun, Celebrate autistic lives focuses on autism acceptance and Understand autistic challenges examines making society more accessible. Damage done outlines the negative experiences of autistic people who took part in early interventions. Studies with quantitative data were very different to each other, so we described their similar aspects. In four quantitative studies, autistic people rated intervention goals based on how good or important the goal is for the child. Autistic people said the best/most important goals focused on safety, child well-being and adult support. The worst/least important goals focused on changing autism characteristics such as stimming and eye contact. A graph was made to show this. We need more research on intervention practices and contexts and more research where we ask diverse autistic people: autistic parents, autistic children, men, people of colour and people with higher support needs. Researchers and practitioners can use these findings to develop and provide support that aligns with autistic people’s priorities. En ligne : https://dx.doi.org/10.1177/13623613261460931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Gaze-Tracking-Based Tests for Autism in Children: A Diagnostic Test Accuracy Systematic Review and Meta-Analysis / Delaflor-Wagner CHRISTIAN ALEJANDRO in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.1940-1954 Titre : Gaze-Tracking-Based Tests for Autism in Children: A Diagnostic Test Accuracy Systematic Review and Meta-Analysis Type de document : texte imprimé Auteurs : Delaflor-Wagner CHRISTIAN ALEJANDRO, Auteur ; Suárez-Cuenca JUAN ANTONIO, Auteur ; Alcaraz-Estrada SOFÍA LIZETH, Auteur ; Téllez-González MARIO ANTONIO, Auteur ; Coral-Vázquez RAMÓN MAURICIO, Auteur ; Toledo-Lozano CHRISTIAN GABRIEL, Auteur ; García SILVIA, Auteur Article en page(s) : p.1940-1954 Langues : Anglais (eng) Mots-clés : autism  diagnostic test accuracy  gaze-tracking  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Atypical gaze patterns are consistently reported in autism, reflecting differences in social attention and interest. Gaze-tracking paradigms provide an objective way to quantify these differences and may serve as early indicators of autism. This diagnostic test accuracy systematic review and meta-analysis evaluated the performance of eye-tracking-based gaze measures in children. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses of Diagnostic Test Accuracy (PRISMA-DTA) guidance, studies published between 2015 and 2025 that compared gaze-tracking paradigms with standardized autism diagnoses were synthesized. Pooled diagnostic odds ratio (DOR), sensitivity, and specificity were estimated using random-effects and hierarchical summary receiver operating characteristic models. Risk of bias was assessed with QUADAS-2 and funnel plots. Seventeen studies (n = 4,256) from six countries met the inclusion criteria. Tasks included social-geometric preference, motherese-nonsocial speech, and visual-orienting paradigms analyzed with rule-based or machine-learning methods. The pooled area under the hierarchical summary receiver operating characteristic curve (HSROC AUC) was 0.845; DOR 15.03 (95% CI 8.00–28.50); sensitivity 0.77 (95% CI 0.65–0.85); and specificity 0.80 (95% CI 0.75–0.84). Although heterogeneity was high (I2 = 87.78%), effect directions were consistent. Dynamic social stimuli and higher-frequency tracking systems achieved the best performance. Gaze-tracking tests distinguished autistic and nonautistic children across diverse settings, supporting their potential role as a quantitative, observer-independent adjunct for early identification and clinical decision support.Lay abstract Autism is a form of neurodiversity characterized by differences in social communication, sensory processing, and patterns of attention and interest, which often shape how autistic people look at and interpret the world around them. Eye-tracking technology records where a person looks on a screen and how long their gaze remains on elements, such as people, faces, or objects. Because it is objective and does not rely on language or complex instructions, eye-tracking may support earlier identification of autism. This study reviewed 17 research papers published between 2015 and 2025 that explored how eye-tracking distinguishes autistic and nonautistic children. Together, these studies included over 4,000 participants and compared attention to social scenes, like people talking or playing, with attention to nonsocial or geometric patterns. On average, eye-tracking correctly identified autism about 77% of the time and nonautistic children about 80% of the time, with the best results achieved with dynamic social videos and high-quality tracking cameras. These findings suggest that gaze-based measures capture meaningful differences in social attention and could complement existing diagnostic approaches through earlier, more objective assessment. En ligne : https://dx.doi.org/10.1177/13623613261451896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Gaze-Tracking-Based Tests for Autism in Children: A Diagnostic Test Accuracy Systematic Review and Meta-Analysis [texte imprimé] / Delaflor-Wagner CHRISTIAN ALEJANDRO, Auteur ; Suárez-Cuenca JUAN ANTONIO, Auteur ; Alcaraz-Estrada SOFÍA LIZETH, Auteur ; Téllez-González MARIO ANTONIO, Auteur ; Coral-Vázquez RAMÓN MAURICIO, Auteur ; Toledo-Lozano CHRISTIAN GABRIEL, Auteur ; García SILVIA, Auteur . - p.1940-1954. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.1940-1954 Mots-clés : autism  diagnostic test accuracy  gaze-tracking  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Atypical gaze patterns are consistently reported in autism, reflecting differences in social attention and interest. Gaze-tracking paradigms provide an objective way to quantify these differences and may serve as early indicators of autism. This diagnostic test accuracy systematic review and meta-analysis evaluated the performance of eye-tracking-based gaze measures in children. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses of Diagnostic Test Accuracy (PRISMA-DTA) guidance, studies published between 2015 and 2025 that compared gaze-tracking paradigms with standardized autism diagnoses were synthesized. Pooled diagnostic odds ratio (DOR), sensitivity, and specificity were estimated using random-effects and hierarchical summary receiver operating characteristic models. Risk of bias was assessed with QUADAS-2 and funnel plots. Seventeen studies (n = 4,256) from six countries met the inclusion criteria. Tasks included social-geometric preference, motherese-nonsocial speech, and visual-orienting paradigms analyzed with rule-based or machine-learning methods. The pooled area under the hierarchical summary receiver operating characteristic curve (HSROC AUC) was 0.845; DOR 15.03 (95% CI 8.00–28.50); sensitivity 0.77 (95% CI 0.65–0.85); and specificity 0.80 (95% CI 0.75–0.84). Although heterogeneity was high (I2 = 87.78%), effect directions were consistent. Dynamic social stimuli and higher-frequency tracking systems achieved the best performance. Gaze-tracking tests distinguished autistic and nonautistic children across diverse settings, supporting their potential role as a quantitative, observer-independent adjunct for early identification and clinical decision support.Lay abstract Autism is a form of neurodiversity characterized by differences in social communication, sensory processing, and patterns of attention and interest, which often shape how autistic people look at and interpret the world around them. Eye-tracking technology records where a person looks on a screen and how long their gaze remains on elements, such as people, faces, or objects. Because it is objective and does not rely on language or complex instructions, eye-tracking may support earlier identification of autism. This study reviewed 17 research papers published between 2015 and 2025 that explored how eye-tracking distinguishes autistic and nonautistic children. Together, these studies included over 4,000 participants and compared attention to social scenes, like people talking or playing, with attention to nonsocial or geometric patterns. On average, eye-tracking correctly identified autism about 77% of the time and nonautistic children about 80% of the time, with the best results achieved with dynamic social videos and high-quality tracking cameras. These findings suggest that gaze-based measures capture meaningful differences in social attention and could complement existing diagnostic approaches through earlier, more objective assessment. En ligne : https://dx.doi.org/10.1177/13623613261451896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Acceptability and Implementation of a Primary Care Health Check for Autistic People: Findings From Evaluation Questionnaires and Interviews / Hannah MERRICK in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.1955-1970 Titre : Acceptability and Implementation of a Primary Care Health Check for Autistic People: Findings From Evaluation Questionnaires and Interviews Type de document : texte imprimé Auteurs : Hannah MERRICK, Auteur ; Helen TAYLOR, Auteur ; Barry INGHAM, Auteur ; Tracy FINCH, Auteur ; Sarah AL-ASHMORI, Auteur ; Ruby HERRINGTON, Auteur ; Clare SCARLETT, Auteur ; Carole BUCKLEY, Auteur ; Sally-Ann COOPER, Auteur ; Cristina FERNANDEZ-GARCIA, Auteur ; Shona HAINING, Auteur ; Rhianna LEES, Auteur ; Nicholas LENNOX, Auteur ; Sebastian MOSS, Auteur ; Tim NICHOLLS, Auteur ; Christina NICOLAIDIS, Auteur ; Malcolm OSBORNE, Auteur ; Dora M. RAYMAKER, Auteur ; Tomos ROBINSON, Auteur ; Anna URBANOWICZ, Auteur ; James M.S. WASON, Auteur ; Colin WILSON, Auteur ; Jeremy R. PARR, Auteur Article en page(s) : p.1955-1970 Langues : Anglais (eng) Mots-clés : acceptability  autism  health checks  implementation  primary care Index. décimale : PER Périodiques Résumé : Autistic people experience higher rates of physical and mental health conditions and face barriers to accessing healthcare. This study evaluated the acceptability and implementation of a co-designed primary care health check for autistic people (18 years+), delivered within a randomised controlled trial in Northern England investigating clinical and cost-effectiveness. Following health checks, all autistic people, carers/supporters, and clinicians were invited to complete evaluation questionnaires and a subset invited for an interview. Eighty-one autistic people, 11 carers/supporters, and 18 clinicians returned questionnaires and were descriptively analysed; 44 participants were interviewed. Findings demonstrated that the pre-appointment questionnaire and health check appointment were reported to be acceptable, valued and beneficial by all groups. Carers/supporters reported positive impacts of their role in reducing anxiety and supporting communication. Interview analysis, informed by Normalisation Process Theory, highlighted important factors to consider for implementation of the health check at scale. This included the importance of providing clear guidance and resources ahead of the health check and ensuring enough funding and capacity in primary care. Health checks can be delivered to autistic people in local neighbourhoods to address heath inequalities. Health checks require adequate resources, staff training, and integration into care systems to ensure successful implementation and sustainability.Lay Abstract Improving healthcare for autistic people: a study of a new primary care health checkAutistic people often face more health problems and shorter average life expectancy compared to non-autistic people. They can also find it harder to access healthcare that meets their needs. To help with this, researchers developed a new health check specifically for autistic people to be used in general practice settings. This health check included a pre-appointment questionnaire to help prepare for the visit and a longer appointment with a trained clinician. This study looked at how acceptable the health check was for autistic people, their carers/supporters, and clinicians, and what factors will help it work well in practice. It used questionnaires and interviews to collect views from autistic people who received the health check, clinicians who delivered it, and carers/supporters who attended the appointment. Most autistic people thought the health check was helpful and they would attend one again. The pre-appointment questionnaire helped people share important information, although some found it difficult to complete and some people needed support to complete it. Carers/supporters also found the process helpful in supporting the autistic adult and improving communication. Clinicians said they were able to put adjustments in place, use the clinician health check template, and found the extra time and structure the health check provided useful. However, they mentioned needing more resources and support to make it work in everyday practice. The interviews showed that autistic people, carers/supporters, and clinicians thought the health check is a good idea and should be offered more widely. It is important to make sure autistic people understand what to expect from the health check and that they can ask for adjustments to meet their needs. For the health check to work well long term, general practice settings will need funding, staff training in autism awareness, and clear systems for delivering the health checks. En ligne : https://dx.doi.org/10.1177/13623613261433106 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Acceptability and Implementation of a Primary Care Health Check for Autistic People: Findings From Evaluation Questionnaires and Interviews [texte imprimé] / Hannah MERRICK, Auteur ; Helen TAYLOR, Auteur ; Barry INGHAM, Auteur ; Tracy FINCH, Auteur ; Sarah AL-ASHMORI, Auteur ; Ruby HERRINGTON, Auteur ; Clare SCARLETT, Auteur ; Carole BUCKLEY, Auteur ; Sally-Ann COOPER, Auteur ; Cristina FERNANDEZ-GARCIA, Auteur ; Shona HAINING, Auteur ; Rhianna LEES, Auteur ; Nicholas LENNOX, Auteur ; Sebastian MOSS, Auteur ; Tim NICHOLLS, Auteur ; Christina NICOLAIDIS, Auteur ; Malcolm OSBORNE, Auteur ; Dora M. RAYMAKER, Auteur ; Tomos ROBINSON, Auteur ; Anna URBANOWICZ, Auteur ; James M.S. WASON, Auteur ; Colin WILSON, Auteur ; Jeremy R. PARR, Auteur . - p.1955-1970. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.1955-1970 Mots-clés : acceptability  autism  health checks  implementation  primary care Index. décimale : PER Périodiques Résumé : Autistic people experience higher rates of physical and mental health conditions and face barriers to accessing healthcare. This study evaluated the acceptability and implementation of a co-designed primary care health check for autistic people (18 years+), delivered within a randomised controlled trial in Northern England investigating clinical and cost-effectiveness. Following health checks, all autistic people, carers/supporters, and clinicians were invited to complete evaluation questionnaires and a subset invited for an interview. Eighty-one autistic people, 11 carers/supporters, and 18 clinicians returned questionnaires and were descriptively analysed; 44 participants were interviewed. Findings demonstrated that the pre-appointment questionnaire and health check appointment were reported to be acceptable, valued and beneficial by all groups. Carers/supporters reported positive impacts of their role in reducing anxiety and supporting communication. Interview analysis, informed by Normalisation Process Theory, highlighted important factors to consider for implementation of the health check at scale. This included the importance of providing clear guidance and resources ahead of the health check and ensuring enough funding and capacity in primary care. Health checks can be delivered to autistic people in local neighbourhoods to address heath inequalities. Health checks require adequate resources, staff training, and integration into care systems to ensure successful implementation and sustainability.Lay Abstract Improving healthcare for autistic people: a study of a new primary care health checkAutistic people often face more health problems and shorter average life expectancy compared to non-autistic people. They can also find it harder to access healthcare that meets their needs. To help with this, researchers developed a new health check specifically for autistic people to be used in general practice settings. This health check included a pre-appointment questionnaire to help prepare for the visit and a longer appointment with a trained clinician. This study looked at how acceptable the health check was for autistic people, their carers/supporters, and clinicians, and what factors will help it work well in practice. It used questionnaires and interviews to collect views from autistic people who received the health check, clinicians who delivered it, and carers/supporters who attended the appointment. Most autistic people thought the health check was helpful and they would attend one again. The pre-appointment questionnaire helped people share important information, although some found it difficult to complete and some people needed support to complete it. Carers/supporters also found the process helpful in supporting the autistic adult and improving communication. Clinicians said they were able to put adjustments in place, use the clinician health check template, and found the extra time and structure the health check provided useful. However, they mentioned needing more resources and support to make it work in everyday practice. The interviews showed that autistic people, carers/supporters, and clinicians thought the health check is a good idea and should be offered more widely. It is important to make sure autistic people understand what to expect from the health check and that they can ask for adjustments to meet their needs. For the health check to work well long term, general practice settings will need funding, staff training in autism awareness, and clear systems for delivering the health checks. En ligne : https://dx.doi.org/10.1177/13623613261433106 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

The Association Between Motor and Social Skills in Young Autistic Children Enrolled in the Study to Explore Early Development / Olivia M. POKOSKI in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.1971-1985 Titre : The Association Between Motor and Social Skills in Young Autistic Children Enrolled in the Study to Explore Early Development Type de document : texte imprimé Auteurs : Olivia M. POKOSKI, Auteur ; Hideko ENGEL, Auteur ; Sarah M. FURNIER, Auteur ; Ronald GANGNON, Auteur ; Patrick POWELL, Auteur ; Nuri REYES, Auteur ; Brittany G. TRAVERS, Auteur ; Lisa D. WIGGINS, Auteur ; Maureen S. DURKIN, Auteur Article en page(s) : p.1971-1985 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  child  epidemiology  motor skills  preschool  social behavior Index. décimale : PER Périodiques Résumé : Motor difficulties are common in autistic individuals and may contribute to challenges in social development. Understanding the association between motor and social skills could inform interventions to improve developmental outcomes. Using data from the Study to Explore Early Development—a large, diverse sample of rigorously characterized preschool-aged autistic children in the United States—we aimed to (a) describe the frequency of motor challenges using multiple standardized instruments; and (b) evaluate associations between motor and social skills. Children were identified from health and education organizations and birth records. Caregivers completed standardized interviews and questionnaires, and children completed comprehensive developmental evaluations to determine autism status. Among 2,039 children meeting the study autism criteria, 67.3% exhibited motor scores ⩾2 standard deviations below the mean on at least one measure. Motor difficulties were more prevalent in the fine motor (up to 63.4%) than gross motor (14.2%) domain and among children with significant visual reception delays (up to 92.8%) than those without these delays (up to 32.0%). After adjusting for covariates, fine motor skills were significantly associated with social challenges in both functional and autism-specific domains. These findings highlight the importance of motor development in early autism evaluations.Lay abstract Many autistic children have challenges with movement skills, such as crawling, walking, or using their hands for tasks like drawing or eating. These motor difficulties can also affect how children learn, play, and interact with others. Understanding how motor and social skills are connected may help improve early support for autistic children. This study used data from the Study to Explore Early Development, a large research project that included preschool-aged autistic children from diverse communities across the United States. Parents completed interviews and surveys about their child’s development, and each child was evaluated by trained professionals to better understand their strengths and needs. We looked at over 2,000 autistic children and found that about 67% (two out of three) had motor skill scores that were well below what’s typical for their age. Motor difficulties were more common when children used small muscles in the hands and fingers, like when drawing or eating, than when they used large muscles, like when crawling or walking. We also found that children with stronger motor skills tended to have fewer social challenges. These results show that motor delays are not only common in young autistic children but may also be linked to how they develop social skills. Spotting motor difficulties early could help families and professionals better support each child’s development. Supporting motor skills in early childhood, along with communication and behavior, might help autistic children build stronger social connections. By raising awareness about the role of motor skills in autism, we could help make interventions more effective and equitable, leading to autistic children learning, playing, and connecting with others more easily. En ligne : https://dx.doi.org/10.1177/13623613261447759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] The Association Between Motor and Social Skills in Young Autistic Children Enrolled in the Study to Explore Early Development [texte imprimé] / Olivia M. POKOSKI, Auteur ; Hideko ENGEL, Auteur ; Sarah M. FURNIER, Auteur ; Ronald GANGNON, Auteur ; Patrick POWELL, Auteur ; Nuri REYES, Auteur ; Brittany G. TRAVERS, Auteur ; Lisa D. WIGGINS, Auteur ; Maureen S. DURKIN, Auteur . - p.1971-1985. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.1971-1985 Mots-clés : autism spectrum disorder  child  epidemiology  motor skills  preschool  social behavior Index. décimale : PER Périodiques Résumé : Motor difficulties are common in autistic individuals and may contribute to challenges in social development. Understanding the association between motor and social skills could inform interventions to improve developmental outcomes. Using data from the Study to Explore Early Development—a large, diverse sample of rigorously characterized preschool-aged autistic children in the United States—we aimed to (a) describe the frequency of motor challenges using multiple standardized instruments; and (b) evaluate associations between motor and social skills. Children were identified from health and education organizations and birth records. Caregivers completed standardized interviews and questionnaires, and children completed comprehensive developmental evaluations to determine autism status. Among 2,039 children meeting the study autism criteria, 67.3% exhibited motor scores ⩾2 standard deviations below the mean on at least one measure. Motor difficulties were more prevalent in the fine motor (up to 63.4%) than gross motor (14.2%) domain and among children with significant visual reception delays (up to 92.8%) than those without these delays (up to 32.0%). After adjusting for covariates, fine motor skills were significantly associated with social challenges in both functional and autism-specific domains. These findings highlight the importance of motor development in early autism evaluations.Lay abstract Many autistic children have challenges with movement skills, such as crawling, walking, or using their hands for tasks like drawing or eating. These motor difficulties can also affect how children learn, play, and interact with others. Understanding how motor and social skills are connected may help improve early support for autistic children. This study used data from the Study to Explore Early Development, a large research project that included preschool-aged autistic children from diverse communities across the United States. Parents completed interviews and surveys about their child’s development, and each child was evaluated by trained professionals to better understand their strengths and needs. We looked at over 2,000 autistic children and found that about 67% (two out of three) had motor skill scores that were well below what’s typical for their age. Motor difficulties were more common when children used small muscles in the hands and fingers, like when drawing or eating, than when they used large muscles, like when crawling or walking. We also found that children with stronger motor skills tended to have fewer social challenges. These results show that motor delays are not only common in young autistic children but may also be linked to how they develop social skills. Spotting motor difficulties early could help families and professionals better support each child’s development. Supporting motor skills in early childhood, along with communication and behavior, might help autistic children build stronger social connections. By raising awareness about the role of motor skills in autism, we could help make interventions more effective and equitable, leading to autistic children learning, playing, and connecting with others more easily. En ligne : https://dx.doi.org/10.1177/13623613261447759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Recommendations for the Inclusion of Autistic Children in Community-Based Physical Activity Programmes: A Delphi Study / Edel RYAN in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.1986-1999 Titre : Recommendations for the Inclusion of Autistic Children in Community-Based Physical Activity Programmes: A Delphi Study Type de document : texte imprimé Auteurs : Edel RYAN, Auteur ; Dean MCDONNELL, Auteur ; Sean HEALY, Auteur ; Rhodri S. LLOYD, Auteur ; Sharon KINSELLA, Auteur Article en page(s) : p.1986-1999 Langues : Anglais (eng) Mots-clés : adaptive physical activity  autism  bridging sessions  coach education  exercise  STARTS recommendations Index. décimale : PER Périodiques Résumé : A range of barriers to Physical Activity (PA) participation contribute to autistic children being less physically active than their non-autistic peers. While these barriers have been well documented, further research is needed into methods of overcoming these barriers. This study aimed to create a series of best practice recommendations for the inclusion of autistic children in community-based PA programmes. This was achieved using the Delphi Method involving the opinions of international experts in the area of inclusion of autistic children in PA. Three rounds of questionnaires were distributed to the panel of 22 experts, aiming to reach consensus on a series of topics related to the inclusion of autistic children in community-based PA programmes (consensus ⩾67% agreement). Topics included coaches and volunteers, programme characteristics, and bridging sessions. Sixteen consensus statements were established which were then used to create the ‘STARTS’ recommendations, which centre around: (1) Skill development, (2) Training for coaches/volunteers, (3) Aims for sessions, (4) Resources to improve children’s experiences, (5) Transitioning from bridging programmes to mainstream programmes, and (6) Supports to improve inclusion. The STARTS recommendations will assist clubs/organisations when setting up or modifying community-based PA programmes which include autistic children.Lay abstract Autistic children can often find participation in physical activity programmes difficult and as a result are often less physical active than to non-autistic children. Many studies have explained why these difficulties exist, such as lack of suitable programmes, uneducated coaches, lack of coach, or physicality difficulties, but there is less information available about practical ways to make programmes more inclusive. This study aimed to create clear, practical recommendations to help community sports clubs and physical activity programmes to better include autistic children. To do this, the Delphi Method was used. This involved a group of ‘experts’ with experience in autism and physical activity to share their views over several rounds of online questionnaires. Twenty-two international experts took part in this study, and over three rounds, they were asked to share suggestions and opinions, answer multiple-choice questions, and rate different ideas. By the end of the process, the experts agreed on 16 key recommendations, which were then used to create the ‘STARTS’ recommendations. This splits the recommendations into six topics: (1) Skill development, (2) Training for coaches/volunteers, (3) Aims for sessions, (4) Resources to improve children’s experiences, (5) Transitioning from autism-specific programmes to mainstream programmes, and (6) Supports to improve inclusion. These recommendations offer practical guidance for clubs and organisations that want to create or adapt community-based physical activity programmes to promote inclusion and help autistic children feel welcomed and supported. En ligne : https://dx.doi.org/10.1177/13623613261448516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Recommendations for the Inclusion of Autistic Children in Community-Based Physical Activity Programmes: A Delphi Study [texte imprimé] / Edel RYAN, Auteur ; Dean MCDONNELL, Auteur ; Sean HEALY, Auteur ; Rhodri S. LLOYD, Auteur ; Sharon KINSELLA, Auteur . - p.1986-1999. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.1986-1999 Mots-clés : adaptive physical activity  autism  bridging sessions  coach education  exercise  STARTS recommendations Index. décimale : PER Périodiques Résumé : A range of barriers to Physical Activity (PA) participation contribute to autistic children being less physically active than their non-autistic peers. While these barriers have been well documented, further research is needed into methods of overcoming these barriers. This study aimed to create a series of best practice recommendations for the inclusion of autistic children in community-based PA programmes. This was achieved using the Delphi Method involving the opinions of international experts in the area of inclusion of autistic children in PA. Three rounds of questionnaires were distributed to the panel of 22 experts, aiming to reach consensus on a series of topics related to the inclusion of autistic children in community-based PA programmes (consensus ⩾67% agreement). Topics included coaches and volunteers, programme characteristics, and bridging sessions. Sixteen consensus statements were established which were then used to create the ‘STARTS’ recommendations, which centre around: (1) Skill development, (2) Training for coaches/volunteers, (3) Aims for sessions, (4) Resources to improve children’s experiences, (5) Transitioning from bridging programmes to mainstream programmes, and (6) Supports to improve inclusion. The STARTS recommendations will assist clubs/organisations when setting up or modifying community-based PA programmes which include autistic children.Lay abstract Autistic children can often find participation in physical activity programmes difficult and as a result are often less physical active than to non-autistic children. Many studies have explained why these difficulties exist, such as lack of suitable programmes, uneducated coaches, lack of coach, or physicality difficulties, but there is less information available about practical ways to make programmes more inclusive. This study aimed to create clear, practical recommendations to help community sports clubs and physical activity programmes to better include autistic children. To do this, the Delphi Method was used. This involved a group of ‘experts’ with experience in autism and physical activity to share their views over several rounds of online questionnaires. Twenty-two international experts took part in this study, and over three rounds, they were asked to share suggestions and opinions, answer multiple-choice questions, and rate different ideas. By the end of the process, the experts agreed on 16 key recommendations, which were then used to create the ‘STARTS’ recommendations. This splits the recommendations into six topics: (1) Skill development, (2) Training for coaches/volunteers, (3) Aims for sessions, (4) Resources to improve children’s experiences, (5) Transitioning from autism-specific programmes to mainstream programmes, and (6) Supports to improve inclusion. These recommendations offer practical guidance for clubs and organisations that want to create or adapt community-based physical activity programmes to promote inclusion and help autistic children feel welcomed and supported. En ligne : https://dx.doi.org/10.1177/13623613261448516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

“I Accept Them, They Accept Me, We Enjoy Our Time Together”: Autistic Adults’ Preferences and Perceptions of Relationships With Other Autistic People / Hannah MINNELL in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2000-2014 Titre : “I Accept Them, They Accept Me, We Enjoy Our Time Together”: Autistic Adults’ Preferences and Perceptions of Relationships With Other Autistic People Type de document : texte imprimé Auteurs : Hannah MINNELL, Auteur ; Hannah WADDINGTON, Auteur ; Phoebe JORDAN, Auteur ; Beth NOBLE, Auteur ; Chris J. BOWDEN, Auteur Article en page(s) : p.2000-2014 Langues : Anglais (eng) Mots-clés : autism  relationship  autistic adults  perception  preference  qualitative Index. décimale : PER Périodiques Résumé : Autistic adults may have distinct relationship preferences and perceptions compared to non-autistic individuals. The Double Empathy Problem suggests that autistic people often experience greater mutual understanding and connection when interacting with other autistic individuals. While some research has examined these relationships, few studies have focused on a range of relationship types. This study aimed to address this gap by qualitatively exploring how autistic adults prefer and perceive their relationships with other autistic people across friendships, romantic relationships, mentoring/support, employment, and volunteering relationships. We surveyed autistic adults living in Australia and New Zealand to better understand their preferences and perceptions regarding these relationships. Written responses from 142 participants were analysed using a reflexive thematic analysis framework. Many autistic adults valued intersubjectivity, mutual understanding, and acceptance in their relationships with other autistic individuals. Within these relationships, they could be authentic and unmask; however, they also had to consider and balance their relational capacity. In addition, some participants experienced conflict in their relationships due to differences in compatibility. While within-neurotype relationships are beneficial for many autistic individuals, they are not always seamless, and challenges and conflicts can still arise. Like all relationships, autistic–autistic relationships are complex and nuanced.Lay Abstract Many autistic people enjoy spending time with other autistic individuals because they feel more comfortable and better understood in these relationships. While some research has explored autistic adults’ relationships with other autistic people, less is known about their preferences and perceptions within these relationships. To learn more, we surveyed autistic adults in Australia and New Zealand about a range of relationship types they may have with other autistic people (i.e. friendships, romantic relationships, mentoring/support, employment, and volunteering relationships). We then analysed written responses from 142 participants using a reflexive thematic analysis to identify themes within the data set. Participants valued intersubjectivity, mutual understanding, acceptance, and a sense of belonging and described being able to unmask and be authentic in these relationships. However, they also had to consider and balance their relational capacity. While shared neurotype was important, other factors like shared interests, values, and emotional compatibility also influenced relationship satisfaction. Some participants also described challenges or conflicts due to differences in compatibility. These findings highlight that many autistic adults have meaningful relationships with other autistic people, challenging a deficit-based perspective. At the same time, they show that shared neurotype alone does not guarantee compatibility. Instead, the Double Empathy Problem should be understood as a spectrum influenced by factors such as shared life experience and social understanding, reminding us that, like all relationships, those between autistic people are complex and nuanced. En ligne : https://dx.doi.org/10.1177/13623613261451898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “I Accept Them, They Accept Me, We Enjoy Our Time Together”: Autistic Adults’ Preferences and Perceptions of Relationships With Other Autistic People [texte imprimé] / Hannah MINNELL, Auteur ; Hannah WADDINGTON, Auteur ; Phoebe JORDAN, Auteur ; Beth NOBLE, Auteur ; Chris J. BOWDEN, Auteur . - p.2000-2014. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2000-2014 Mots-clés : autism  relationship  autistic adults  perception  preference  qualitative Index. décimale : PER Périodiques Résumé : Autistic adults may have distinct relationship preferences and perceptions compared to non-autistic individuals. The Double Empathy Problem suggests that autistic people often experience greater mutual understanding and connection when interacting with other autistic individuals. While some research has examined these relationships, few studies have focused on a range of relationship types. This study aimed to address this gap by qualitatively exploring how autistic adults prefer and perceive their relationships with other autistic people across friendships, romantic relationships, mentoring/support, employment, and volunteering relationships. We surveyed autistic adults living in Australia and New Zealand to better understand their preferences and perceptions regarding these relationships. Written responses from 142 participants were analysed using a reflexive thematic analysis framework. Many autistic adults valued intersubjectivity, mutual understanding, and acceptance in their relationships with other autistic individuals. Within these relationships, they could be authentic and unmask; however, they also had to consider and balance their relational capacity. In addition, some participants experienced conflict in their relationships due to differences in compatibility. While within-neurotype relationships are beneficial for many autistic individuals, they are not always seamless, and challenges and conflicts can still arise. Like all relationships, autistic–autistic relationships are complex and nuanced.Lay Abstract Many autistic people enjoy spending time with other autistic individuals because they feel more comfortable and better understood in these relationships. While some research has explored autistic adults’ relationships with other autistic people, less is known about their preferences and perceptions within these relationships. To learn more, we surveyed autistic adults in Australia and New Zealand about a range of relationship types they may have with other autistic people (i.e. friendships, romantic relationships, mentoring/support, employment, and volunteering relationships). We then analysed written responses from 142 participants using a reflexive thematic analysis to identify themes within the data set. Participants valued intersubjectivity, mutual understanding, acceptance, and a sense of belonging and described being able to unmask and be authentic in these relationships. However, they also had to consider and balance their relational capacity. While shared neurotype was important, other factors like shared interests, values, and emotional compatibility also influenced relationship satisfaction. Some participants also described challenges or conflicts due to differences in compatibility. These findings highlight that many autistic adults have meaningful relationships with other autistic people, challenging a deficit-based perspective. At the same time, they show that shared neurotype alone does not guarantee compatibility. Instead, the Double Empathy Problem should be understood as a spectrum influenced by factors such as shared life experience and social understanding, reminding us that, like all relationships, those between autistic people are complex and nuanced. En ligne : https://dx.doi.org/10.1177/13623613261451898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Pretending to Be Normal: Cross-Cultural Adaptation and Validation of the Camouflaging Autistic Traits Questionnaire in Iran / Karim ABDOLMOHAMADI in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2015-2024 Titre : Pretending to Be Normal: Cross-Cultural Adaptation and Validation of the Camouflaging Autistic Traits Questionnaire in Iran Type de document : texte imprimé Auteurs : Karim ABDOLMOHAMADI, Auteur ; Asgar ALIMOHAMADI, Auteur ; Laura HULL, Auteur Article en page(s) : p.2015-2024 Langues : Anglais (eng) Mots-clés : camouflaging  autistic traits  psychometrics  cross-cultural adaptation Index. décimale : PER Périodiques Résumé : Camouflaging of autistic traits has gained increasing attention as a psychological construct capturing strategies used to conceal or compensate for autistic characteristics in social contexts. Given the cultural specificity of social behavior, the adaptation and validation of measurement instruments across diverse populations are essential. The present study aimed to culturally adapt and validate the Persian version of the Camouflaging Autistic Traits Questionnaire (CAT-Q) and to examine its measurement invariance and group differences between adults with high and low autistic traits in Iran. Following a standardized forward–backward translation procedure and expert panel review, the Persian CAT-Q was administered to 1,100 individuals, of whom 948 (aged 15–50 years) met the inclusion criteria after data screening. Construct validity was examined using confirmatory factor analysis (CFA). Convergent validity was assessed through correlations with the social camouflage subscale of the Comprehensive Autistic Trait Inventory (CATI), and reliability was evaluated using Cronbach’s alpha and mean inter-item correlations. CFA supported the original three-factor structure of the CAT-Q (compensation, masking, and assimilation) with acceptable fit indices (Comparative Fit Index [CFI] = 0.91, Root Mean Square Error of Approximation [RMSEA] = 0.06). Measurement invariance testing supported configural, metric, and scalar invariance across high and low autistic traits groups, indicating comparable measurement properties. Convergent validity was confirmed through significant correlations with the social camouflage subscale of the CATI. Internal consistency was strong, with Cronbach’s alpha coefficients ranging from .66 to .89 across subscales and .89 for the total scale, although the assimilation subscale showed comparatively lower reliability. The Persian version of the CAT-Q demonstrates satisfactory psychometric properties and measurement equivalence across groups, supporting its use in research contexts within Iran. Findings should be interpreted with attention to cultural context and the relatively lower reliability of the assimilation subscale.Lay Abstract Many autistic people use “camouflaging” to cope in social situations. Camouflaging means trying to hide autistic traits or to compensate for social difficulties so that others will not notice differences. These efforts may help someone blend in, but they can also be tiring and may affect wellbeing. Because social rules and expectations differ across cultures, researchers and clinicians need tools that are carefully adapted for each language and society. This study adapted the Camouflaging Autistic Traits Questionnaire (CAT-Q) into Persian and examined whether it works well for adults in Iran. The questionnaire was translated using a standard forward–backward process, reviewed by specialists for clarity and cultural suitability, and then tested in a large Iranian sample recruited online. We examined whether the Persian CAT-Q keeps the same three parts found in earlier research: (1) compensation (actively managing social situations), (2) masking (hiding autistic traits), and (3) assimilation (trying to fit in by suppressing one’s natural style). We also tested whether the questionnaire measures camouflaging in the same way for people with higher versus lower levels of autistic traits, so that comparisons between these groups are fair. Overall, results showed that the Persian CAT-Q is a useful and consistent measure of camouflaging in Iranian adults. The “Assimilation” part was somewhat less consistent than the other parts, so it should be interpreted with extra care. This Persian version can support future research and may help improve understanding of hidden social effort and support needs in Iran. En ligne : https://dx.doi.org/10.1177/13623613261452296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Pretending to Be Normal: Cross-Cultural Adaptation and Validation of the Camouflaging Autistic Traits Questionnaire in Iran [texte imprimé] / Karim ABDOLMOHAMADI, Auteur ; Asgar ALIMOHAMADI, Auteur ; Laura HULL, Auteur . - p.2015-2024. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2015-2024 Mots-clés : camouflaging  autistic traits  psychometrics  cross-cultural adaptation Index. décimale : PER Périodiques Résumé : Camouflaging of autistic traits has gained increasing attention as a psychological construct capturing strategies used to conceal or compensate for autistic characteristics in social contexts. Given the cultural specificity of social behavior, the adaptation and validation of measurement instruments across diverse populations are essential. The present study aimed to culturally adapt and validate the Persian version of the Camouflaging Autistic Traits Questionnaire (CAT-Q) and to examine its measurement invariance and group differences between adults with high and low autistic traits in Iran. Following a standardized forward–backward translation procedure and expert panel review, the Persian CAT-Q was administered to 1,100 individuals, of whom 948 (aged 15–50 years) met the inclusion criteria after data screening. Construct validity was examined using confirmatory factor analysis (CFA). Convergent validity was assessed through correlations with the social camouflage subscale of the Comprehensive Autistic Trait Inventory (CATI), and reliability was evaluated using Cronbach’s alpha and mean inter-item correlations. CFA supported the original three-factor structure of the CAT-Q (compensation, masking, and assimilation) with acceptable fit indices (Comparative Fit Index [CFI] = 0.91, Root Mean Square Error of Approximation [RMSEA] = 0.06). Measurement invariance testing supported configural, metric, and scalar invariance across high and low autistic traits groups, indicating comparable measurement properties. Convergent validity was confirmed through significant correlations with the social camouflage subscale of the CATI. Internal consistency was strong, with Cronbach’s alpha coefficients ranging from .66 to .89 across subscales and .89 for the total scale, although the assimilation subscale showed comparatively lower reliability. The Persian version of the CAT-Q demonstrates satisfactory psychometric properties and measurement equivalence across groups, supporting its use in research contexts within Iran. Findings should be interpreted with attention to cultural context and the relatively lower reliability of the assimilation subscale.Lay Abstract Many autistic people use “camouflaging” to cope in social situations. Camouflaging means trying to hide autistic traits or to compensate for social difficulties so that others will not notice differences. These efforts may help someone blend in, but they can also be tiring and may affect wellbeing. Because social rules and expectations differ across cultures, researchers and clinicians need tools that are carefully adapted for each language and society. This study adapted the Camouflaging Autistic Traits Questionnaire (CAT-Q) into Persian and examined whether it works well for adults in Iran. The questionnaire was translated using a standard forward–backward process, reviewed by specialists for clarity and cultural suitability, and then tested in a large Iranian sample recruited online. We examined whether the Persian CAT-Q keeps the same three parts found in earlier research: (1) compensation (actively managing social situations), (2) masking (hiding autistic traits), and (3) assimilation (trying to fit in by suppressing one’s natural style). We also tested whether the questionnaire measures camouflaging in the same way for people with higher versus lower levels of autistic traits, so that comparisons between these groups are fair. Overall, results showed that the Persian CAT-Q is a useful and consistent measure of camouflaging in Iranian adults. The “Assimilation” part was somewhat less consistent than the other parts, so it should be interpreted with extra care. This Persian version can support future research and may help improve understanding of hidden social effort and support needs in Iran. En ligne : https://dx.doi.org/10.1177/13623613261452296 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Therapy and Antidepressant Use in 8- to 29-Year-Old Autistic Medicaid Enrollees With Depression / Meghan E. CAREY in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2025-2037 Titre : Therapy and Antidepressant Use in 8- to 29-Year-Old Autistic Medicaid Enrollees With Depression Type de document : texte imprimé Auteurs : Meghan E. CAREY, Auteur ; Laura GRAHAM HOLMES, Auteur ; Lindsay L. SHEA, Auteur ; David S. MANDELL, Auteur ; Diana SCHENDEL, Auteur ; Brian K. LEE, Auteur ; Kristen LYALL, Auteur Article en page(s) : p.2025-2037 Langues : Anglais (eng) Mots-clés : autism  depression  health services  psychotherapy  antidepressant  Medicaid  adolescents  school-age children  transition-age youth  epidemiology Index. décimale : PER Périodiques Résumé : Promoting access to effective depression treatment represents a crucial opportunity to mitigate increased suicide risk. We examined treatment trajectories for 8- to 29-year-old autistic enrollees of Medicaid, the U.S. safety net insurance program, with a new claim for major depressive disorder (MDD; N = 44,074). Using group-based trajectory modeling, we identified groups with similar probabilities of receiving psychotherapy or antidepressants in the 5 months following their new MDD claim – a period of acute treatment need. We also examined odds of trajectory group membership by demographic factors and co-occurring intellectual disability (ID) using multinomial logistic regression. Trajectory modeling suggested existence of four treatment trajectories: no/limited treatment (39%), gradual treatment decline (21%), late treatment initiation (14%), and continuous treatment (25%). Adjusted odds of continuous treatment, relative to no/limited treatment, were lower for Black enrollees (odds ratio [OR]: 0.63, 95% confidence interval [CI]: [0.59, 0.68]), Hispanic enrollees (OR: 0.58, 95% CI: [0.54, 0.62]), and those with co-occurring ID (OR: 0.84, 95% CI: [0.79, 0.89]), and highest for 8- to 12-year-olds (OR: 1.80, 95% CI: [1.60, 2.03]) and females (OR: 1.15, 95% CI: [1.09, 1.21]). Many Medicaid-enrolled autistic people do not receive depression treatment. Improving treatment in autistic enrollees requires varied and multi-faceted approaches that must consider demographic and clinical factors.Lay Abstract We wanted to know if autistic people on Medicaid get therapy or antidepressants after being diagnosed with depression. We also looked at whether people who are also diagnosed with intellectual disability, are female, are children, or are Black or Hispanic are more or less likely to get this care. Earlier studies show that just over half of the people on Medicaid get any treatment after being diagnosed with depression. But no one has looked closely at autistic people on Medicaid. Getting treatment can help reduce depression symptoms and may lower the risk of suicide. In our study, we looked at autistic people on Medicaid who were newly diagnosed with depression. We tracked whether they got therapy or antidepressants over the next 5 months. We grouped people based on how much treatment they got. The largest group (39%) got no treatment. The second group (21%) started treatment but did not continue for all 5 months. The third group (14%) started treatment around the third month and kept going for 2 months. The last group (25%) got treatment for all 5 months. Autistic people who were Black, Hispanic, or had intellectual disability were least likely to get enough treatment. Autistic children and females were most likely to get enough treatment. In short, many autistic people are not getting the care they need for depression. Some may not get enough treatment to feel better. This can make depression last longer and raise the risk of suicide. We need to improve access to care, especially for those who are least likely to get it. En ligne : https://dx.doi.org/10.1177/13623613261453106 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Therapy and Antidepressant Use in 8- to 29-Year-Old Autistic Medicaid Enrollees With Depression [texte imprimé] / Meghan E. CAREY, Auteur ; Laura GRAHAM HOLMES, Auteur ; Lindsay L. SHEA, Auteur ; David S. MANDELL, Auteur ; Diana SCHENDEL, Auteur ; Brian K. LEE, Auteur ; Kristen LYALL, Auteur . - p.2025-2037. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2025-2037 Mots-clés : autism  depression  health services  psychotherapy  antidepressant  Medicaid  adolescents  school-age children  transition-age youth  epidemiology Index. décimale : PER Périodiques Résumé : Promoting access to effective depression treatment represents a crucial opportunity to mitigate increased suicide risk. We examined treatment trajectories for 8- to 29-year-old autistic enrollees of Medicaid, the U.S. safety net insurance program, with a new claim for major depressive disorder (MDD; N = 44,074). Using group-based trajectory modeling, we identified groups with similar probabilities of receiving psychotherapy or antidepressants in the 5 months following their new MDD claim – a period of acute treatment need. We also examined odds of trajectory group membership by demographic factors and co-occurring intellectual disability (ID) using multinomial logistic regression. Trajectory modeling suggested existence of four treatment trajectories: no/limited treatment (39%), gradual treatment decline (21%), late treatment initiation (14%), and continuous treatment (25%). Adjusted odds of continuous treatment, relative to no/limited treatment, were lower for Black enrollees (odds ratio [OR]: 0.63, 95% confidence interval [CI]: [0.59, 0.68]), Hispanic enrollees (OR: 0.58, 95% CI: [0.54, 0.62]), and those with co-occurring ID (OR: 0.84, 95% CI: [0.79, 0.89]), and highest for 8- to 12-year-olds (OR: 1.80, 95% CI: [1.60, 2.03]) and females (OR: 1.15, 95% CI: [1.09, 1.21]). Many Medicaid-enrolled autistic people do not receive depression treatment. Improving treatment in autistic enrollees requires varied and multi-faceted approaches that must consider demographic and clinical factors.Lay Abstract We wanted to know if autistic people on Medicaid get therapy or antidepressants after being diagnosed with depression. We also looked at whether people who are also diagnosed with intellectual disability, are female, are children, or are Black or Hispanic are more or less likely to get this care. Earlier studies show that just over half of the people on Medicaid get any treatment after being diagnosed with depression. But no one has looked closely at autistic people on Medicaid. Getting treatment can help reduce depression symptoms and may lower the risk of suicide. In our study, we looked at autistic people on Medicaid who were newly diagnosed with depression. We tracked whether they got therapy or antidepressants over the next 5 months. We grouped people based on how much treatment they got. The largest group (39%) got no treatment. The second group (21%) started treatment but did not continue for all 5 months. The third group (14%) started treatment around the third month and kept going for 2 months. The last group (25%) got treatment for all 5 months. Autistic people who were Black, Hispanic, or had intellectual disability were least likely to get enough treatment. Autistic children and females were most likely to get enough treatment. In short, many autistic people are not getting the care they need for depression. Some may not get enough treatment to feel better. This can make depression last longer and raise the risk of suicide. We need to improve access to care, especially for those who are least likely to get it. En ligne : https://dx.doi.org/10.1177/13623613261453106 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Teachers’ Readiness and Collective Efficacy for Autism Inclusion: Insights From Oman and Egypt / Mahmoud EMAM in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2038-2050 Titre : Teachers’ Readiness and Collective Efficacy for Autism Inclusion: Insights From Oman and Egypt Type de document : texte imprimé Auteurs : Mahmoud EMAM, Auteur ; Mahmoud ISMAEL, Auteur ; Laila AL SALMI, Auteur ; Wafaa Mohammed Moawad ABD-EL-AAL, Auteur ; Dalia GAAFAR, Auteur ; Adel HEMDAN, Auteur Article en page(s) : p.2038-2050 Langues : Anglais (eng) Mots-clés : autism  inclusion  teacher readiness  Collective Efficacy  teacher perceptions  Oman  Egypt  cross-cultural comparison Index. décimale : PER Périodiques Résumé : This study examined how teachers’ perceptions of autism inclusion, Collective Efficacy, and national context relate to readiness for autism-inclusive teaching in mainstream schools in Egypt and Oman. Guided by social cognitive theory, readiness was conceptualized in two dimensions: Professional Knowledge and affective readiness. Survey data were collected from 436 teachers using validated Arabic versions of established measures of inclusive perceptions, teacher readiness, and Collective Efficacy. Hierarchical regression analyses showed that demographic characteristics explained limited variance, and teaching experience was not a significant predictor. Teachers’ perceptions made the largest incremental contribution to both readiness outcomes. The final models explained substantial variance in Professional Knowledge (R² = .455) and affective readiness (R² = .448). Collective Efficacy added explanatory power and moderated selected relationships: It strengthened the association between positive Sentiments and Professional Knowledge, the association between Attitudes and affective readiness, and intensified the negative association between Concerns and affective readiness. Cross-national comparisons showed higher Professional Knowledge and affective readiness among teachers in Oman. National context moderated selected pathways predicting affective readiness, but not Professional Knowledge. Overall, the findings highlight the combined role of teacher beliefs, Collective Efficacy, and national context in shaping readiness for autism-inclusive classrooms.Lay Abstract As more autistic students are educated in mainstream classrooms, teachers play a crucial role in making inclusion successful. This study explored what shapes teachers’ readiness to teach autistic students in schools in Egypt and Oman. Readiness was considered in two ways: teachers’ Professional Knowledge about how to support autistic students and their emotional and motivational readiness to include them in everyday classroom activities. A total of 436 teachers completed questionnaires about their views on autism inclusion, their Concerns and Attitudes, their sense of teamwork within their schools, and how ready they felt to teach autistic students. The results showed that teachers’ personal beliefs about inclusion were the strongest predictors of readiness. Teachers who reported more positive attitudes and supportive Sentiments toward inclusion also reported higher levels of Professional Knowledge and affective readiness. In contrast, teachers who reported stronger Concerns, such as worries about classroom demands, behavior management, or limited resources, tended to report lower readiness to support autistic students. Background characteristics, such as years of teaching experience, were only weakly related to readiness. The school environment also played an important role. Teachers who believed that staff in their school could work together effectively felt more capable and prepared to include autistic students. However, when Concerns about inclusion were strong, a shared sense of school capability did not necessarily protect teachers’ affective readiness; instead, Concerns became more strongly linked to lower affective readiness. In some cases, when Concerns about inclusion were widely shared but not addressed, they became more strongly linked to lower affective readiness. Differences between the two countries were also observed. Teachers in Oman generally reported higher Professional Knowledge and affective readiness than teachers in Egypt. In addition, the way teachers’ Sentiments and attitudes influenced affective readiness differed across the two contexts, while the effect of Concerns on affective readiness did not significantly differ between Egypt and Oman. Overall, the findings suggest that improving autism inclusion may depend less on teachers’ years of experience and more on strengthening positive beliefs about inclusion, addressing practical Concerns, and fostering supportive collaboration within schools. En ligne : https://dx.doi.org/10.1177/13623613261455371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Teachers’ Readiness and Collective Efficacy for Autism Inclusion: Insights From Oman and Egypt [texte imprimé] / Mahmoud EMAM, Auteur ; Mahmoud ISMAEL, Auteur ; Laila AL SALMI, Auteur ; Wafaa Mohammed Moawad ABD-EL-AAL, Auteur ; Dalia GAAFAR, Auteur ; Adel HEMDAN, Auteur . - p.2038-2050. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2038-2050 Mots-clés : autism  inclusion  teacher readiness  Collective Efficacy  teacher perceptions  Oman  Egypt  cross-cultural comparison Index. décimale : PER Périodiques Résumé : This study examined how teachers’ perceptions of autism inclusion, Collective Efficacy, and national context relate to readiness for autism-inclusive teaching in mainstream schools in Egypt and Oman. Guided by social cognitive theory, readiness was conceptualized in two dimensions: Professional Knowledge and affective readiness. Survey data were collected from 436 teachers using validated Arabic versions of established measures of inclusive perceptions, teacher readiness, and Collective Efficacy. Hierarchical regression analyses showed that demographic characteristics explained limited variance, and teaching experience was not a significant predictor. Teachers’ perceptions made the largest incremental contribution to both readiness outcomes. The final models explained substantial variance in Professional Knowledge (R² = .455) and affective readiness (R² = .448). Collective Efficacy added explanatory power and moderated selected relationships: It strengthened the association between positive Sentiments and Professional Knowledge, the association between Attitudes and affective readiness, and intensified the negative association between Concerns and affective readiness. Cross-national comparisons showed higher Professional Knowledge and affective readiness among teachers in Oman. National context moderated selected pathways predicting affective readiness, but not Professional Knowledge. Overall, the findings highlight the combined role of teacher beliefs, Collective Efficacy, and national context in shaping readiness for autism-inclusive classrooms.Lay Abstract As more autistic students are educated in mainstream classrooms, teachers play a crucial role in making inclusion successful. This study explored what shapes teachers’ readiness to teach autistic students in schools in Egypt and Oman. Readiness was considered in two ways: teachers’ Professional Knowledge about how to support autistic students and their emotional and motivational readiness to include them in everyday classroom activities. A total of 436 teachers completed questionnaires about their views on autism inclusion, their Concerns and Attitudes, their sense of teamwork within their schools, and how ready they felt to teach autistic students. The results showed that teachers’ personal beliefs about inclusion were the strongest predictors of readiness. Teachers who reported more positive attitudes and supportive Sentiments toward inclusion also reported higher levels of Professional Knowledge and affective readiness. In contrast, teachers who reported stronger Concerns, such as worries about classroom demands, behavior management, or limited resources, tended to report lower readiness to support autistic students. Background characteristics, such as years of teaching experience, were only weakly related to readiness. The school environment also played an important role. Teachers who believed that staff in their school could work together effectively felt more capable and prepared to include autistic students. However, when Concerns about inclusion were strong, a shared sense of school capability did not necessarily protect teachers’ affective readiness; instead, Concerns became more strongly linked to lower affective readiness. In some cases, when Concerns about inclusion were widely shared but not addressed, they became more strongly linked to lower affective readiness. Differences between the two countries were also observed. Teachers in Oman generally reported higher Professional Knowledge and affective readiness than teachers in Egypt. In addition, the way teachers’ Sentiments and attitudes influenced affective readiness differed across the two contexts, while the effect of Concerns on affective readiness did not significantly differ between Egypt and Oman. Overall, the findings suggest that improving autism inclusion may depend less on teachers’ years of experience and more on strengthening positive beliefs about inclusion, addressing practical Concerns, and fostering supportive collaboration within schools. En ligne : https://dx.doi.org/10.1177/13623613261455371 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Moments That Matter: Exploring Autistic Adolescents’ and Their Families’ Joy Through Family Journals / Jeana M. HOLT in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2051-2063 Titre : Moments That Matter: Exploring Autistic Adolescents’ and Their Families’ Joy Through Family Journals Type de document : texte imprimé Auteurs : Jeana M. HOLT, Auteur ; Katelyn SIEKMAN, Auteur ; Margaret FAIRBANKS, Auteur ; Mark FAIRBANKS, Auteur ; Matthew JUZENAS, Auteur ; Nathaniel STERN, Auteur Article en page(s) : p.2051-2063 Langues : Anglais (eng) Mots-clés : pleasure  autism  family  protective factors and resilience  psychological Index. décimale : PER Périodiques Résumé : Joy is an underexplored dimension in autism research, particularly within family life. This qualitative study examined how autistic adolescents and young adults (AYAs) and their families experience and co-create joy. Using a phenomenological design and reflexive thematic analysis, we analyzed 2-week family joy journals from six families (17 participants: six AYAs, two siblings, and nine caregivers). Journal entries revealed joy as a relational process embedded in everyday routines, creative engagement, and shared experiences. Three overarching themes emerged: Experiences of Everyday Joy (sensory pleasures, creativity, and togetherness), the Relational Nature of Joy (co-experienced joy and creativity), and the Layered Nature of Joy (complex intersections of sensory, emotional, and social dimensions). Families described joy as spontaneous yet deeply meaningful, often heightened by the journaling process. Findings challenge deficit-based narratives by highlighting emotional richness and enjoyment experienced within autistic AYAs and their families. Journaling may hold promise as a supportive routine by drawing attention to protective relational processes such as empathy, reciprocity, and connection. This study highlights the significance of acknowledging joy as a potential catalyst for well-being and flourishing in autism research and practice.Lay Abstract Joy is an essential part of life, yet it is rarely studied in autism research. This study explored how autistic adolescents and young adults (AYAs) and their families experience joy in everyday life. We invited six families to keep a “joy journal” for 2 weeks, asking them to write down what brought them joy each day. Seventeen people participated, including six autistic AYAs, two siblings, and nine caregivers. The family joy journals revealed that joy often stemmed from simple, familiar activities, such as reading, listening to music, sharing meals, or spending time with pets. Creative activities, such as drawing, dancing, and playing games, were also familiar sources of joy. Families described joy as something that happens together, not just alone. Many caregivers wrote about feeling joy when they saw their child happy or proud, and AYAs often mentioned enjoying time with family and friends. Three main themes emerged: Experiences of Everyday Joy, the Relational Nature of Joy, and Layered Experiences of Joy, in which sensory pleasure, emotional connection, and shared routines combine. Families reported that the journaling process helped them notice and appreciate joyful moments more frequently. These findings challenge stereotypes that autistic people lack positive emotions. Instead, they show that joy is abundant and deeply relational in autistic AYAs and their families. Recognizing and nurturing joy can strengthen family bonds and support well-being. Simple practices like joy journaling may help families focus on their strengths and create more supportive environments. En ligne : https://dx.doi.org/10.1177/13623613261455919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Moments That Matter: Exploring Autistic Adolescents’ and Their Families’ Joy Through Family Journals [texte imprimé] / Jeana M. HOLT, Auteur ; Katelyn SIEKMAN, Auteur ; Margaret FAIRBANKS, Auteur ; Mark FAIRBANKS, Auteur ; Matthew JUZENAS, Auteur ; Nathaniel STERN, Auteur . - p.2051-2063. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2051-2063 Mots-clés : pleasure  autism  family  protective factors and resilience  psychological Index. décimale : PER Périodiques Résumé : Joy is an underexplored dimension in autism research, particularly within family life. This qualitative study examined how autistic adolescents and young adults (AYAs) and their families experience and co-create joy. Using a phenomenological design and reflexive thematic analysis, we analyzed 2-week family joy journals from six families (17 participants: six AYAs, two siblings, and nine caregivers). Journal entries revealed joy as a relational process embedded in everyday routines, creative engagement, and shared experiences. Three overarching themes emerged: Experiences of Everyday Joy (sensory pleasures, creativity, and togetherness), the Relational Nature of Joy (co-experienced joy and creativity), and the Layered Nature of Joy (complex intersections of sensory, emotional, and social dimensions). Families described joy as spontaneous yet deeply meaningful, often heightened by the journaling process. Findings challenge deficit-based narratives by highlighting emotional richness and enjoyment experienced within autistic AYAs and their families. Journaling may hold promise as a supportive routine by drawing attention to protective relational processes such as empathy, reciprocity, and connection. This study highlights the significance of acknowledging joy as a potential catalyst for well-being and flourishing in autism research and practice.Lay Abstract Joy is an essential part of life, yet it is rarely studied in autism research. This study explored how autistic adolescents and young adults (AYAs) and their families experience joy in everyday life. We invited six families to keep a “joy journal” for 2 weeks, asking them to write down what brought them joy each day. Seventeen people participated, including six autistic AYAs, two siblings, and nine caregivers. The family joy journals revealed that joy often stemmed from simple, familiar activities, such as reading, listening to music, sharing meals, or spending time with pets. Creative activities, such as drawing, dancing, and playing games, were also familiar sources of joy. Families described joy as something that happens together, not just alone. Many caregivers wrote about feeling joy when they saw their child happy or proud, and AYAs often mentioned enjoying time with family and friends. Three main themes emerged: Experiences of Everyday Joy, the Relational Nature of Joy, and Layered Experiences of Joy, in which sensory pleasure, emotional connection, and shared routines combine. Families reported that the journaling process helped them notice and appreciate joyful moments more frequently. These findings challenge stereotypes that autistic people lack positive emotions. Instead, they show that joy is abundant and deeply relational in autistic AYAs and their families. Recognizing and nurturing joy can strengthen family bonds and support well-being. Simple practices like joy journaling may help families focus on their strengths and create more supportive environments. En ligne : https://dx.doi.org/10.1177/13623613261455919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

A Survey-Based Study Investigating Opinions on Genetic Research Among Swedish Autistic Individuals and Parents of Autistic Children / Samuelle FAJUTRAO FALK in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2064-2078 Titre : A Survey-Based Study Investigating Opinions on Genetic Research Among Swedish Autistic Individuals and Parents of Autistic Children Type de document : texte imprimé Auteurs : Samuelle FAJUTRAO FALK, Auteur ; Anna HELLQUIST, Auteur ; Kristiina TAMMIMIES, Auteur Article en page(s) : p.2064-2078 Langues : Anglais (eng) Mots-clés : autism  genetic research  attitudes  opinions  autistic individuals  parents of autistic individuals Index. décimale : PER Périodiques Résumé : The opinions of the autism community are crucial for the future of genetic research. This study examines the attitudes of autistic adolescents, adults, and parents of autistic individuals toward genetic research in Sweden. We aimed to determine respondents’ views on genetic research in general and to understand their expectations and concerns. For this aim, we conducted two online surveys with closed-ended and open-ended questions – one aimed at parents of autistic children and another for autistic adolescents and adults. A total of 871 parents and 213 autistics participated. We show that the attitudes toward genetic research are generally positive, with both respondent groups hoping that it will lead to improved interventions, enhanced quality of life, better educational opportunities, and increased support services. The autistic group valued research studies that would provide individual results from genetic research. However, thematic analysis of the respondents’ concerns on genetic research revealed that there are significant concerns about the potential misuse of genetic information, particularly regarding eugenics. Our results underscore the importance of engaging the autism community in genetic research to ensure its relevance and ethical integrity, ultimately facilitating the translation of research outcomes into tangible benefits for individuals with autism and their families.Lay Abstract This study explored the attitudes of 871 parents of autistic children and 213 autistic adolescents and adults in Sweden toward genetic research. We aimed to understand whether they think genetic research in autism is positive and beneficial, what they hope the research will achieve, and if they have any concerns. Involving the autism community in Sweden is crucial for the future of genetic research in autism, ensuring it addresses their priorities and concerns. Overall, respondents had a positive view, hoping the findings could lead to better interventions, improved quality of life, enhanced educational opportunities, and stronger support services for autistic individuals and their families. However, many were worried about potential negative consequences, such as increased discrimination and the promotion of eugenics. These findings can guide researchers in designing future studies and highlight the importance of community involvement in research. En ligne : https://dx.doi.org/10.1177/13623613261458410 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] A Survey-Based Study Investigating Opinions on Genetic Research Among Swedish Autistic Individuals and Parents of Autistic Children [texte imprimé] / Samuelle FAJUTRAO FALK, Auteur ; Anna HELLQUIST, Auteur ; Kristiina TAMMIMIES, Auteur . - p.2064-2078. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2064-2078 Mots-clés : autism  genetic research  attitudes  opinions  autistic individuals  parents of autistic individuals Index. décimale : PER Périodiques Résumé : The opinions of the autism community are crucial for the future of genetic research. This study examines the attitudes of autistic adolescents, adults, and parents of autistic individuals toward genetic research in Sweden. We aimed to determine respondents’ views on genetic research in general and to understand their expectations and concerns. For this aim, we conducted two online surveys with closed-ended and open-ended questions – one aimed at parents of autistic children and another for autistic adolescents and adults. A total of 871 parents and 213 autistics participated. We show that the attitudes toward genetic research are generally positive, with both respondent groups hoping that it will lead to improved interventions, enhanced quality of life, better educational opportunities, and increased support services. The autistic group valued research studies that would provide individual results from genetic research. However, thematic analysis of the respondents’ concerns on genetic research revealed that there are significant concerns about the potential misuse of genetic information, particularly regarding eugenics. Our results underscore the importance of engaging the autism community in genetic research to ensure its relevance and ethical integrity, ultimately facilitating the translation of research outcomes into tangible benefits for individuals with autism and their families.Lay Abstract This study explored the attitudes of 871 parents of autistic children and 213 autistic adolescents and adults in Sweden toward genetic research. We aimed to understand whether they think genetic research in autism is positive and beneficial, what they hope the research will achieve, and if they have any concerns. Involving the autism community in Sweden is crucial for the future of genetic research in autism, ensuring it addresses their priorities and concerns. Overall, respondents had a positive view, hoping the findings could lead to better interventions, improved quality of life, enhanced educational opportunities, and stronger support services for autistic individuals and their families. However, many were worried about potential negative consequences, such as increased discrimination and the promotion of eugenics. These findings can guide researchers in designing future studies and highlight the importance of community involvement in research. En ligne : https://dx.doi.org/10.1177/13623613261458410 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools / Alice BODDY in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2079-2094 Titre : Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools Type de document : texte imprimé Auteurs : Alice BODDY, Auteur ; Anna COOK, Auteur Article en page(s) : p.2079-2094 Langues : Anglais (eng) Mots-clés : autism  specialist resource provision  inclusion bases  qualitative research  ecological systems theory  school belonging  mental health  mainstream secondary schools  special educational needs  school inclusion  school anxiety Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children’s autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner’s ecological systems framework, the study explored how multiple layers of influence – ranging from classroom practices to societal attitudes – interact to support or undermine inclusion. Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges – including workforce shortages, inadequate mental health services, and resource limitations – constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration.Lay Abstract Many autistic young people struggle in secondary school, facing difficulties with academic work, making friends, and managing their mental health. Parents often report that schools don’t properly understand or support their children’s needs. This study explored what makes school better or worse for autistic pupils by comparing two different types of schools: those with specialist autism units (called Specialist Resource Centres) and regular mainstream schools without these units. We spoke to autistic pupils, their parents, and school staff across seven schools in South-East England to understand their experiences. We found that specialist autism units acted like “protective spaces” within schools, providing quieter spaces, clearer routines, and staff who understood autism. These units helped manage sensory demands and social pressures. Pupils could use these spaces when they felt stressed and gradually build confidence to spend more time in mainstream classes. However, we also discovered that broader problems in the education system – like staff shortages, lack of mental health support, and limited resources – affected all schools, regardless of whether they had specialist units. Many autistic pupils still experienced high levels of anxiety and felt they had to hide their autistic traits to fit in. Our findings suggest that while specialist autism units can be helpful, creating truly inclusive schools requires changes at all levels – from individual classrooms to government policy – to provide better support for autistic young people’s education and wellbeing. En ligne : https://dx.doi.org/10.1177/13623613261457949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools [texte imprimé] / Alice BODDY, Auteur ; Anna COOK, Auteur . - p.2079-2094. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2079-2094 Mots-clés : autism  specialist resource provision  inclusion bases  qualitative research  ecological systems theory  school belonging  mental health  mainstream secondary schools  special educational needs  school inclusion  school anxiety Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children’s autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner’s ecological systems framework, the study explored how multiple layers of influence – ranging from classroom practices to societal attitudes – interact to support or undermine inclusion. Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges – including workforce shortages, inadequate mental health services, and resource limitations – constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration.Lay Abstract Many autistic young people struggle in secondary school, facing difficulties with academic work, making friends, and managing their mental health. Parents often report that schools don’t properly understand or support their children’s needs. This study explored what makes school better or worse for autistic pupils by comparing two different types of schools: those with specialist autism units (called Specialist Resource Centres) and regular mainstream schools without these units. We spoke to autistic pupils, their parents, and school staff across seven schools in South-East England to understand their experiences. We found that specialist autism units acted like “protective spaces” within schools, providing quieter spaces, clearer routines, and staff who understood autism. These units helped manage sensory demands and social pressures. Pupils could use these spaces when they felt stressed and gradually build confidence to spend more time in mainstream classes. However, we also discovered that broader problems in the education system – like staff shortages, lack of mental health support, and limited resources – affected all schools, regardless of whether they had specialist units. Many autistic pupils still experienced high levels of anxiety and felt they had to hide their autistic traits to fit in. Our findings suggest that while specialist autism units can be helpful, creating truly inclusive schools requires changes at all levels – from individual classrooms to government policy – to provide better support for autistic young people’s education and wellbeing. En ligne : https://dx.doi.org/10.1177/13623613261457949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Cognitive Emotion Regulation, Peer Victimisation, and Stress Reactivity as Multidimensional Pathways to Suicidality and Self-Harm in Autistic Individuals Without Intellectual Disability / Giuseppe Alessio CARBONE in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2095-2106 Titre : Cognitive Emotion Regulation, Peer Victimisation, and Stress Reactivity as Multidimensional Pathways to Suicidality and Self-Harm in Autistic Individuals Without Intellectual Disability Type de document : texte imprimé Auteurs : Giuseppe Alessio CARBONE, Auteur ; Laura NIGRO, Auteur ; Laura ILEN, Auteur ; Clémence FELLER, Auteur ; Julie HUSMANN, Auteur ; Maude SCHNEIDER, Auteur Article en page(s) : p.2095-2106 Langues : Anglais (eng) Mots-clés : suicidal thoughts and behaviours (STBs)  peer victimisation  emotion regulation  stress reactivity  autism  suicidal ideation  self-harm Index. décimale : PER Périodiques Résumé : Autistic individuals without intellectual disabilities show high rates of suicidal thoughts and behaviours (STBs); however, the processes underlying this vulnerability remain still unclear and understudied. This study examined STBs within a multidimensional framework integrating intrapersonal, interpersonal, and environmental factors. Eighty-four autistic adolescents and young adults (aged 12–32 years) were included. Overall, 36.9% of participants reported suicidal ideation, 27.4% reported self-harm, and 42.9% endorsed at least one indicator of STBs. Regression analyses reported that peer victimisation was associated with both suicidal ideation and self-harm, while self-harm also showed a specific association with cognitive emotion regulation strategy. Two canonical correlation analyses were performed, including maladaptive and adaptive cognitive emotion regulation strategies. A positive canonical correlation emerged between maladaptive strategies and the STBs domain, whereas a negative canonical correlation was observed between adaptive strategies and the same outcome. Finally, as a sensitivity analysis, a moderation model examined whether perceived stress reactivity influenced the association between emotion regulation and self-harm, showing that this association varied as a function of stress reactivity. Overall, these findings indicate that STBs in autism reflect a dynamic psychopathological process involving interpersonal, intrapersonal, and stress-related domains, with important implications for clinical assessment and the development of targeted prevention strategies.Lay abstract Autistic adolescents and young adults without intellectual disability are at increased risk of suicidal thoughts and self-harm behaviours, but the factors linked to this risk are still not fully understood. This study examined whether peer victimisation, cognitive emotion regulation, and individual stress reactivity were associated with suicidal thoughts and self-harm in 84 autistic people aged 12 to 32 years. Peer victimisation was related to both suicidal thoughts and self-harm behaviours, suggesting that negative experiences with peers may be an important vulnerability factor. Self-harm also showed a more specific association with emotion regulation. In particular, blaming others was negatively associated with self-harm, especially among participants who reported higher stress reactivity. This suggests that, in some contexts, attributing distress to external causes may have a self-protective function rather than being simply maladaptive. Overall, these findings suggest that suicidal thoughts and self-harm behaviours in autistic people may arise from a combination of social adversity, emotion regulation, and stress-related processes. Clinical assessment and prevention should therefore consider peer victimisation and stress reactivity, as well as the specific function of different emotion regulation strategies. En ligne : https://dx.doi.org/10.1177/13623613261458864 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Cognitive Emotion Regulation, Peer Victimisation, and Stress Reactivity as Multidimensional Pathways to Suicidality and Self-Harm in Autistic Individuals Without Intellectual Disability [texte imprimé] / Giuseppe Alessio CARBONE, Auteur ; Laura NIGRO, Auteur ; Laura ILEN, Auteur ; Clémence FELLER, Auteur ; Julie HUSMANN, Auteur ; Maude SCHNEIDER, Auteur . - p.2095-2106. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2095-2106 Mots-clés : suicidal thoughts and behaviours (STBs)  peer victimisation  emotion regulation  stress reactivity  autism  suicidal ideation  self-harm Index. décimale : PER Périodiques Résumé : Autistic individuals without intellectual disabilities show high rates of suicidal thoughts and behaviours (STBs); however, the processes underlying this vulnerability remain still unclear and understudied. This study examined STBs within a multidimensional framework integrating intrapersonal, interpersonal, and environmental factors. Eighty-four autistic adolescents and young adults (aged 12–32 years) were included. Overall, 36.9% of participants reported suicidal ideation, 27.4% reported self-harm, and 42.9% endorsed at least one indicator of STBs. Regression analyses reported that peer victimisation was associated with both suicidal ideation and self-harm, while self-harm also showed a specific association with cognitive emotion regulation strategy. Two canonical correlation analyses were performed, including maladaptive and adaptive cognitive emotion regulation strategies. A positive canonical correlation emerged between maladaptive strategies and the STBs domain, whereas a negative canonical correlation was observed between adaptive strategies and the same outcome. Finally, as a sensitivity analysis, a moderation model examined whether perceived stress reactivity influenced the association between emotion regulation and self-harm, showing that this association varied as a function of stress reactivity. Overall, these findings indicate that STBs in autism reflect a dynamic psychopathological process involving interpersonal, intrapersonal, and stress-related domains, with important implications for clinical assessment and the development of targeted prevention strategies.Lay abstract Autistic adolescents and young adults without intellectual disability are at increased risk of suicidal thoughts and self-harm behaviours, but the factors linked to this risk are still not fully understood. This study examined whether peer victimisation, cognitive emotion regulation, and individual stress reactivity were associated with suicidal thoughts and self-harm in 84 autistic people aged 12 to 32 years. Peer victimisation was related to both suicidal thoughts and self-harm behaviours, suggesting that negative experiences with peers may be an important vulnerability factor. Self-harm also showed a more specific association with emotion regulation. In particular, blaming others was negatively associated with self-harm, especially among participants who reported higher stress reactivity. This suggests that, in some contexts, attributing distress to external causes may have a self-protective function rather than being simply maladaptive. Overall, these findings suggest that suicidal thoughts and self-harm behaviours in autistic people may arise from a combination of social adversity, emotion regulation, and stress-related processes. Clinical assessment and prevention should therefore consider peer victimisation and stress reactivity, as well as the specific function of different emotion regulation strategies. En ligne : https://dx.doi.org/10.1177/13623613261458864 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Longitudinal Examination of Wandering in Children and Adolescents With Autism / Lisa D. WIGGINS in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2107-2116 Titre : Longitudinal Examination of Wandering in Children and Adolescents With Autism Type de document : texte imprimé Auteurs : Lisa D. WIGGINS, Auteur ; Carolyn DIGUISEPPI, Auteur ; Katherine OVERWYK, Auteur ; Patrick POWELL, Auteur ; Angela THOMPSON-PAUL, Auteur ; Eric MOODY, Auteur ; Cy NADLER, Auteur ; Nuri REYES, Auteur ; Sarah TINKER, Auteur Article en page(s) : p.2107-2116 Langues : Anglais (eng) Mots-clés : autism  prevention  safety  wandering Index. décimale : PER Périodiques Résumé : Wandering – or leaving a supervised space and/or care of a responsible person – disproportionately affects children with autism and can lead to serious injury. We describe parent-reported wandering in children with autism in early childhood and adolescence and characterize wandering in adolescence. Of 258 teens with autism enrolled in the Study to Explore Early Development, caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Childhood externalizing behavior problems were positively associated with wandering only in early childhood and at least once in adolescence compared to never wandered (both p < .01). Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In conclusion, wandering is less common among adolescents than young children with autism but still presents opportunities for intervention. These findings can help partners communicate that childhood externalizing behavior problems are associated with wandering regardless of age and promote awareness of and access to interventions that can improve health and safety.Lay Abstract Wandering occurs when a child leaves a safe space. Children with autism wander more than other children. This can lead to serious injury. We describe wandering in children and adolescents with autism. In total, 258 teens with autism were included in the analysis. Caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Children with behaviors like hyperactivity were more likely to wander in both early childhood and adolescence. Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In sum, wandering is less common among adolescents than young children with autism. However, we can still help families with adolescents with autism who wander. One way to help these families is to educate people that behavior problems like hyperactivity are associated with wandering regardless of age. Another way to help these families is to increase ways to address wandering away from the home to keep adolescents with autism safe. En ligne : https://dx.doi.org/10.1177/13623613261459642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Longitudinal Examination of Wandering in Children and Adolescents With Autism [texte imprimé] / Lisa D. WIGGINS, Auteur ; Carolyn DIGUISEPPI, Auteur ; Katherine OVERWYK, Auteur ; Patrick POWELL, Auteur ; Angela THOMPSON-PAUL, Auteur ; Eric MOODY, Auteur ; Cy NADLER, Auteur ; Nuri REYES, Auteur ; Sarah TINKER, Auteur . - p.2107-2116. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2107-2116 Mots-clés : autism  prevention  safety  wandering Index. décimale : PER Périodiques Résumé : Wandering – or leaving a supervised space and/or care of a responsible person – disproportionately affects children with autism and can lead to serious injury. We describe parent-reported wandering in children with autism in early childhood and adolescence and characterize wandering in adolescence. Of 258 teens with autism enrolled in the Study to Explore Early Development, caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Childhood externalizing behavior problems were positively associated with wandering only in early childhood and at least once in adolescence compared to never wandered (both p < .01). Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In conclusion, wandering is less common among adolescents than young children with autism but still presents opportunities for intervention. These findings can help partners communicate that childhood externalizing behavior problems are associated with wandering regardless of age and promote awareness of and access to interventions that can improve health and safety.Lay Abstract Wandering occurs when a child leaves a safe space. Children with autism wander more than other children. This can lead to serious injury. We describe wandering in children and adolescents with autism. In total, 258 teens with autism were included in the analysis. Caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Children with behaviors like hyperactivity were more likely to wander in both early childhood and adolescence. Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In sum, wandering is less common among adolescents than young children with autism. However, we can still help families with adolescents with autism who wander. One way to help these families is to educate people that behavior problems like hyperactivity are associated with wandering regardless of age. Another way to help these families is to increase ways to address wandering away from the home to keep adolescents with autism safe. En ligne : https://dx.doi.org/10.1177/13623613261459642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Understanding Autistic Adults’ Psychological Experiences of Anxiety Problems: A Qualitative Interview Study / Rebecca J. ROBERTS-DAVIS in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2117-2129 Titre : Understanding Autistic Adults’ Psychological Experiences of Anxiety Problems: A Qualitative Interview Study Type de document : texte imprimé Auteurs : Rebecca J. ROBERTS-DAVIS, Auteur ; Francesca G. HAPPÉ, Auteur ; Alex LAU-ZHU, Auteur Article en page(s) : p.2117-2129 Langues : Anglais (eng) Mots-clés : autism  anxiety  cognition  mental health  qualitative research  thematic analysis  co-occurring conditions  adults  therapist-delivered interventions Index. décimale : PER Périodiques Résumé : Our understanding of psychological experiences of anxiety in autism could be improved if it were shaped by autistic individuals. However, anxiety research in autism often begins with cognitive conceptualisations drawn from neurotypical or non-autistic individuals. This qualitative study aimed to explore psychological experiences of anxiety using semi-structured one-to-one interviews with a diverse sample of 20 U.K.-based, autistic adults, aged 18–55 years. Transcripts were analysed using two complementary methods: conceptual content analysis, where existing theories were tested against the data with predefined codes; and reflexive thematic analysis, where meaning was constructed from the data while considering research subjectivity. Our sample highly endorsed existing cognitive constructs: intolerance of uncertainty (100% of participants), repetitive negative thinking (100%), attentional biases (70%) and intrusive mental imagery (70%). Some autism-specific characteristics were indicated. The endorsement of imagery is particularly striking given claims that autism is often associated with weak imagery. Autistic adults described the way in which being autistic interacted with anxiety, through psychological and lived experiences. Existing support for anxiety problems was deemed insufficient and may be improved by further refining our understanding of anxiety in autism through future quantitative and qualitative research.Lay Abstract Anxiety is a top priority for research for the autistic community. We could increase our understanding of what might contribute to anxiety problems in autism by speaking to autistic people and learning about the different experiences they have had. We interviewed 20 U.K.-based autistic adults (aged 18–55 years) and asked them about their anxiety problems, including how they felt about well-known ideas of what might be involved in anxiety in autism. We looked at the answers to the interviews in two ways. The first way considers what autistic people think about the well-known ideas. The second way looks at similarities in the answers that autistic people gave. All participants’ anxiety problems involved repeated negative thoughts and struggling with uncertain situations. Most also said that they tend to focus on noises or other sensory experiences within their environment and imagine situations in their mind when they are anxious. Being autistic came with challenges that could make them more anxious, including struggling with changes to routine and being bullied. Autistic people described how anxiety made their life difficult and ways in which current support for anxiety is not helpful enough. We discuss ways that we could better understand anxiety in autism and improve the support given to autistic people. En ligne : https://dx.doi.org/10.1177/13623613261455375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Understanding Autistic Adults’ Psychological Experiences of Anxiety Problems: A Qualitative Interview Study [texte imprimé] / Rebecca J. ROBERTS-DAVIS, Auteur ; Francesca G. HAPPÉ, Auteur ; Alex LAU-ZHU, Auteur . - p.2117-2129. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2117-2129 Mots-clés : autism  anxiety  cognition  mental health  qualitative research  thematic analysis  co-occurring conditions  adults  therapist-delivered interventions Index. décimale : PER Périodiques Résumé : Our understanding of psychological experiences of anxiety in autism could be improved if it were shaped by autistic individuals. However, anxiety research in autism often begins with cognitive conceptualisations drawn from neurotypical or non-autistic individuals. This qualitative study aimed to explore psychological experiences of anxiety using semi-structured one-to-one interviews with a diverse sample of 20 U.K.-based, autistic adults, aged 18–55 years. Transcripts were analysed using two complementary methods: conceptual content analysis, where existing theories were tested against the data with predefined codes; and reflexive thematic analysis, where meaning was constructed from the data while considering research subjectivity. Our sample highly endorsed existing cognitive constructs: intolerance of uncertainty (100% of participants), repetitive negative thinking (100%), attentional biases (70%) and intrusive mental imagery (70%). Some autism-specific characteristics were indicated. The endorsement of imagery is particularly striking given claims that autism is often associated with weak imagery. Autistic adults described the way in which being autistic interacted with anxiety, through psychological and lived experiences. Existing support for anxiety problems was deemed insufficient and may be improved by further refining our understanding of anxiety in autism through future quantitative and qualitative research.Lay Abstract Anxiety is a top priority for research for the autistic community. We could increase our understanding of what might contribute to anxiety problems in autism by speaking to autistic people and learning about the different experiences they have had. We interviewed 20 U.K.-based autistic adults (aged 18–55 years) and asked them about their anxiety problems, including how they felt about well-known ideas of what might be involved in anxiety in autism. We looked at the answers to the interviews in two ways. The first way considers what autistic people think about the well-known ideas. The second way looks at similarities in the answers that autistic people gave. All participants’ anxiety problems involved repeated negative thoughts and struggling with uncertain situations. Most also said that they tend to focus on noises or other sensory experiences within their environment and imagine situations in their mind when they are anxious. Being autistic came with challenges that could make them more anxious, including struggling with changes to routine and being bullied. Autistic people described how anxiety made their life difficult and ways in which current support for anxiety is not helpful enough. We discuss ways that we could better understand anxiety in autism and improve the support given to autistic people. En ligne : https://dx.doi.org/10.1177/13623613261455375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Diagnostic challenges in predominantly late-diagnosed gender-diverse autistic individuals: Age, delays, and perceived misdiagnoses / Amina Zohor ZIDANE BURGESS in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2130-2136 Titre : Diagnostic challenges in predominantly late-diagnosed gender-diverse autistic individuals: Age, delays, and perceived misdiagnoses Type de document : texte imprimé Auteurs : Amina Zohor ZIDANE BURGESS, Auteur ; Wietske VAN DER ZWAAG, Auteur ; Kim Marie JONKMAN, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.2130-2136 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  clinical practice  diagnostic delays  gender bias in diagnosis  gender diversity  misdiagnosis  non-binary individuals  transgender health Index. décimale : PER Périodiques Résumé : Historically, diagnostic criteria for autism have been shaped by male-centric childhood presentations, leading to reduced diagnostic accuracy for non-male autistic individuals. We investigated disparities between gender-diverse and cisgender autistic individuals in the age at formal diagnosis, delays between initial suspicion and diagnosis, and the frequency of prior perceived misdiagnoses. We analyzed 2,722 participants predominately late-diagnosed with autism, including 402 gender-diverse individuals. The analysis, controlling for age at participation, revealed that cisgender females were diagnosed at the oldest age, followed by gender-diverse individuals and cisgender males. Autistic gender-diverse individuals received the highest number of co-occurring psychiatric diagnoses and had the highest rates of prior perceived misdiagnosis, followed by cisgender females and cisgender males. These findings highlight the pressing need for diagnostic frameworks that account for gender diversity and actively mitigate biases in clinical practice.Lay abstract Autism is often thought of as a condition that mainly affects boys in childhood. However, research shows that this view can delay or complicate diagnosis for non-male autistic individuals. For instance, research has demonstrated that autistic females are diagnosed later than males. In this study, we examined when and how autism is diagnosed in gender-diverse individuals (people whose gender identity does not align with the sex they were assigned at birth or who identify outside the male/female binary) compared to cisgender men and women (whose gender aligns with their birth sex). We analyzed data from 2,722 Dutch adults with autism, including 402 gender-diverse participants, mostly diagnosed in adulthood. We looked at the age at which participants were diagnosed and how long it took from first suspecting autism to receiving a formal diagnosis. We also examined whether participants had been diagnosed with another psychiatric condition and whether they perceived that diagnosis to be a misdiagnosis. Our results showed that gender-diverse people and cisgender women tend to be diagnosed later than cisgender men. Gender-diverse individuals and women reported being previously diagnosed with other conditions such as personality disorders, which they later believed were incorrect. These results suggest that gender biases still affect autism diagnosis, especially for gender-diverse people and women. Understanding these challenges is important to improve diagnostic practices and ensure more accurate and timely support for everyone on the autism spectrum. En ligne : https://dx.doi.org/10.1177/13623613261425136 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Diagnostic challenges in predominantly late-diagnosed gender-diverse autistic individuals: Age, delays, and perceived misdiagnoses [texte imprimé] / Amina Zohor ZIDANE BURGESS, Auteur ; Wietske VAN DER ZWAAG, Auteur ; Kim Marie JONKMAN, Auteur ; Sander BEGEER, Auteur . - p.2130-2136. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2130-2136 Mots-clés : autism  autism spectrum disorder  clinical practice  diagnostic delays  gender bias in diagnosis  gender diversity  misdiagnosis  non-binary individuals  transgender health Index. décimale : PER Périodiques Résumé : Historically, diagnostic criteria for autism have been shaped by male-centric childhood presentations, leading to reduced diagnostic accuracy for non-male autistic individuals. We investigated disparities between gender-diverse and cisgender autistic individuals in the age at formal diagnosis, delays between initial suspicion and diagnosis, and the frequency of prior perceived misdiagnoses. We analyzed 2,722 participants predominately late-diagnosed with autism, including 402 gender-diverse individuals. The analysis, controlling for age at participation, revealed that cisgender females were diagnosed at the oldest age, followed by gender-diverse individuals and cisgender males. Autistic gender-diverse individuals received the highest number of co-occurring psychiatric diagnoses and had the highest rates of prior perceived misdiagnosis, followed by cisgender females and cisgender males. These findings highlight the pressing need for diagnostic frameworks that account for gender diversity and actively mitigate biases in clinical practice.Lay abstract Autism is often thought of as a condition that mainly affects boys in childhood. However, research shows that this view can delay or complicate diagnosis for non-male autistic individuals. For instance, research has demonstrated that autistic females are diagnosed later than males. In this study, we examined when and how autism is diagnosed in gender-diverse individuals (people whose gender identity does not align with the sex they were assigned at birth or who identify outside the male/female binary) compared to cisgender men and women (whose gender aligns with their birth sex). We analyzed data from 2,722 Dutch adults with autism, including 402 gender-diverse participants, mostly diagnosed in adulthood. We looked at the age at which participants were diagnosed and how long it took from first suspecting autism to receiving a formal diagnosis. We also examined whether participants had been diagnosed with another psychiatric condition and whether they perceived that diagnosis to be a misdiagnosis. Our results showed that gender-diverse people and cisgender women tend to be diagnosed later than cisgender men. Gender-diverse individuals and women reported being previously diagnosed with other conditions such as personality disorders, which they later believed were incorrect. These results suggest that gender biases still affect autism diagnosis, especially for gender-diverse people and women. Understanding these challenges is important to improve diagnostic practices and ensure more accurate and timely support for everyone on the autism spectrum. En ligne : https://dx.doi.org/10.1177/13623613261425136 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Shared Musical Practice in a Neurodiverse Setting Can Reshape How People Think About Autism / Nicolas PETIT in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2137-2142 Titre : Shared Musical Practice in a Neurodiverse Setting Can Reshape How People Think About Autism Type de document : texte imprimé Auteurs : Nicolas PETIT, Auteur ; Marie-Maude GEOFFRAY-CASSAR, Auteur ; Paola PICCOLO, Auteur ; Lucie JUREK, Auteur Article en page(s) : p.2137-2142 Langues : Anglais (eng) Mots-clés : neurodiversity  social representations  autism knowledge  attitudes  choral singing Index. décimale : PER Périodiques Résumé : In line with the neurodiversity paradigm, the social difficulties experienced by autistic individuals are increasingly seen as the result of a mutual misunderstanding across different neurotypes, rather than deficits inherent to autistic individuals. This underscores the need to design inclusive spaces and educate people about autism, which remains a challenge. Previous qualitative evidence suggests that neurodiverse choir experiences may provide an opportunity to address this challenge. In this study, 12 adult choristers participated in a 6-month choir practice alongside eight autistic adolescents and three autism specialists. We assessed whether their representation of autism evolved, using a set of questionnaires before and after participation. The results indicate that participants’ representations of autism became richer, more accurate, and more aligned with a difference rather than a deficit model. Participants felt more able and inclined to interact with other neurodivergent individuals after sharing this experience. Although preliminary, these findings lend support to the neurodiversity paradigm and offer promising perspectives for addressing the double empathy problem. They highlight the importance of designing inclusive spaces within our societies and illustrate how choral singing may be a particular tool to foster inclusion.Lay Abstract A choir is a powerful metaphor for a successful neurodiverse society, in which achievement stems from blending together voices that are different, rather than from everyone singing the same line in the same way. This study explores a real-life example of this metaphor: a neurodiverse choir composed of 12 adult choristers, 8 autistic adolescents, and 3 professionals specialized in autism. The choir rehearsed for 6 months and then performed a few shows under the direction of a professional choir director. More specifically, we tracked the experience of the 12 adult choristers, using a set of questionnaires before and after their participation in the choir. Consistent with previous qualitative evidence, the results demonstrate a measurable shift in their representation of autism: they understood it better and perceived it more as a neutral difference (from typical development) than a deficit. After participating in this choir, the choristers also felt more able and more inclined to interact with other neurodivergent individuals. These findings lend support to the neurodiversity paradigm, which values autism as a set of natural variations in human neurocognitive functioning. In this view, the social difficulties encountered by autistic individuals can be considered the result of a mutual misunderstanding between autistic and non-autistic people, a problem known as the “double empathy problem.” Our results show that the choristers tended to naturally embrace this view. Thus, this preliminary study provides a promising perspective to address this problem, using choral singing as a natural “double empathy solution.” More generally, this exemplifies the importance of designing inclusive spaces within our societies. En ligne : https://dx.doi.org/10.1177/13623613261452693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Shared Musical Practice in a Neurodiverse Setting Can Reshape How People Think About Autism [texte imprimé] / Nicolas PETIT, Auteur ; Marie-Maude GEOFFRAY-CASSAR, Auteur ; Paola PICCOLO, Auteur ; Lucie JUREK, Auteur . - p.2137-2142. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2137-2142 Mots-clés : neurodiversity  social representations  autism knowledge  attitudes  choral singing Index. décimale : PER Périodiques Résumé : In line with the neurodiversity paradigm, the social difficulties experienced by autistic individuals are increasingly seen as the result of a mutual misunderstanding across different neurotypes, rather than deficits inherent to autistic individuals. This underscores the need to design inclusive spaces and educate people about autism, which remains a challenge. Previous qualitative evidence suggests that neurodiverse choir experiences may provide an opportunity to address this challenge. In this study, 12 adult choristers participated in a 6-month choir practice alongside eight autistic adolescents and three autism specialists. We assessed whether their representation of autism evolved, using a set of questionnaires before and after participation. The results indicate that participants’ representations of autism became richer, more accurate, and more aligned with a difference rather than a deficit model. Participants felt more able and inclined to interact with other neurodivergent individuals after sharing this experience. Although preliminary, these findings lend support to the neurodiversity paradigm and offer promising perspectives for addressing the double empathy problem. They highlight the importance of designing inclusive spaces within our societies and illustrate how choral singing may be a particular tool to foster inclusion.Lay Abstract A choir is a powerful metaphor for a successful neurodiverse society, in which achievement stems from blending together voices that are different, rather than from everyone singing the same line in the same way. This study explores a real-life example of this metaphor: a neurodiverse choir composed of 12 adult choristers, 8 autistic adolescents, and 3 professionals specialized in autism. The choir rehearsed for 6 months and then performed a few shows under the direction of a professional choir director. More specifically, we tracked the experience of the 12 adult choristers, using a set of questionnaires before and after their participation in the choir. Consistent with previous qualitative evidence, the results demonstrate a measurable shift in their representation of autism: they understood it better and perceived it more as a neutral difference (from typical development) than a deficit. After participating in this choir, the choristers also felt more able and more inclined to interact with other neurodivergent individuals. These findings lend support to the neurodiversity paradigm, which values autism as a set of natural variations in human neurocognitive functioning. In this view, the social difficulties encountered by autistic individuals can be considered the result of a mutual misunderstanding between autistic and non-autistic people, a problem known as the “double empathy problem.” Our results show that the choristers tended to naturally embrace this view. Thus, this preliminary study provides a promising perspective to address this problem, using choral singing as a natural “double empathy solution.” More generally, this exemplifies the importance of designing inclusive spaces within our societies. En ligne : https://dx.doi.org/10.1177/13623613261452693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Primary Care Autism Assessment Training Program Pilot Trial / Olivia J. LINDLY in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2143-2150 Titre : Primary Care Autism Assessment Training Program Pilot Trial Type de document : texte imprimé Auteurs : Olivia J. LINDLY, Auteur ; Corey GORGAS, Auteur ; Lucas GOODING, Auteur ; Lindsay BLANKENSHIP, Auteur ; Alison J. MARTIN, Auteur ; Raúl A. VEGA-JUÁREZ, Auteur ; Katharine E. ZUCKERMAN, Auteur ; Kurt A. FREEMAN, Auteur Article en page(s) : p.2143-2150 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorder  children  diagnosis  primary care  physician  practitioner  training  United States Index. décimale : PER Périodiques Résumé : Pediatric primary care practitioners (PCPs) are not typically trained to conduct autism assessments, contributing to delayed autism diagnosis in the United States. From February to September 2024, PCPs in Portland, Oregon, were trained to conduct standardized autism assessments with young children, based on similar U.S.-based training models. This training consisted of an asynchronous online autism course sponsored by the American Academy of Pediatrics; a 2-day, in-person workshop on diagnostic assessment; and eight posttraining community learning sessions. Twenty-four PCPs were trained to conduct autism assessments with children using the Modified Checklist for Autism in Toddlers, the Screening Tool for Autism in Toddlers and Young Children, and a parent interview based on the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5). A pilot trial of this program was conducted to examine its feasibility, acceptability, and initial outcomes related to self-reported PCP autism assessment knowledge and self-efficacy, as well as the number and characteristics of patients assessed. The program demonstrated high feasibility and acceptability. PCPs showed statistically significant improvement in their autism assessment knowledge and self-efficacy and used the assessment tools with 34 children ages 19–47 months during the study period. Similar training programs may help address PCP shortages and capacity contributing to diagnostic delays.Lay Abstract In Oregon and other places across the United States, parents often face long wait times to get their children evaluated for autism. Getting an autism diagnosis before age 3 can help children and their families to get the services and supports they need to thrive. Families might have shorter wait times if pediatric primary care practitioners (PCPs) were trained to do autism assessments. Programs nationwide have been developed and used to train PCPs to conduct autism assessments for these reasons. Twenty-four PCPs in the Portland, Oregon, metropolitan area were trained to conduct autism assessments with young children in 2024. The training asked PCPs to participate in an online autism course; a 2-day, in-person workshop on autism assessment; and eight community learning sessions. We studied this training to understand (a) how practical it was to implement this training, (b) whether PCPs’ self-reported knowledge and confidence about autism assessment changed, and (c) the number and characteristics of children who received autism assessments after the PCPs were trained. We collected data from the PCPs three times, including before training started, after the in-person workshop, and after the community learning sessions. We found that PCPs generally rated their participation and training experience positively. We also found that PCPs’ knowledge and confidence increased. They evaluated 34 children across diverse groups for autism. Similar training programs may help to address shortages of PCPs who are qualified to conduct autism assessments and increase access to early autism evaluation. En ligne : https://dx.doi.org/10.1177/13623613261457950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Primary Care Autism Assessment Training Program Pilot Trial [texte imprimé] / Olivia J. LINDLY, Auteur ; Corey GORGAS, Auteur ; Lucas GOODING, Auteur ; Lindsay BLANKENSHIP, Auteur ; Alison J. MARTIN, Auteur ; Raúl A. VEGA-JUÁREZ, Auteur ; Katharine E. ZUCKERMAN, Auteur ; Kurt A. FREEMAN, Auteur . - p.2143-2150. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2143-2150 Mots-clés : assessment  autism spectrum disorder  children  diagnosis  primary care  physician  practitioner  training  United States Index. décimale : PER Périodiques Résumé : Pediatric primary care practitioners (PCPs) are not typically trained to conduct autism assessments, contributing to delayed autism diagnosis in the United States. From February to September 2024, PCPs in Portland, Oregon, were trained to conduct standardized autism assessments with young children, based on similar U.S.-based training models. This training consisted of an asynchronous online autism course sponsored by the American Academy of Pediatrics; a 2-day, in-person workshop on diagnostic assessment; and eight posttraining community learning sessions. Twenty-four PCPs were trained to conduct autism assessments with children using the Modified Checklist for Autism in Toddlers, the Screening Tool for Autism in Toddlers and Young Children, and a parent interview based on the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5). A pilot trial of this program was conducted to examine its feasibility, acceptability, and initial outcomes related to self-reported PCP autism assessment knowledge and self-efficacy, as well as the number and characteristics of patients assessed. The program demonstrated high feasibility and acceptability. PCPs showed statistically significant improvement in their autism assessment knowledge and self-efficacy and used the assessment tools with 34 children ages 19–47 months during the study period. Similar training programs may help address PCP shortages and capacity contributing to diagnostic delays.Lay Abstract In Oregon and other places across the United States, parents often face long wait times to get their children evaluated for autism. Getting an autism diagnosis before age 3 can help children and their families to get the services and supports they need to thrive. Families might have shorter wait times if pediatric primary care practitioners (PCPs) were trained to do autism assessments. Programs nationwide have been developed and used to train PCPs to conduct autism assessments for these reasons. Twenty-four PCPs in the Portland, Oregon, metropolitan area were trained to conduct autism assessments with young children in 2024. The training asked PCPs to participate in an online autism course; a 2-day, in-person workshop on autism assessment; and eight community learning sessions. We studied this training to understand (a) how practical it was to implement this training, (b) whether PCPs’ self-reported knowledge and confidence about autism assessment changed, and (c) the number and characteristics of children who received autism assessments after the PCPs were trained. We collected data from the PCPs three times, including before training started, after the in-person workshop, and after the community learning sessions. We found that PCPs generally rated their participation and training experience positively. We also found that PCPs’ knowledge and confidence increased. They evaluated 34 children across diverse groups for autism. Similar training programs may help to address shortages of PCPs who are qualified to conduct autism assessments and increase access to early autism evaluation. En ligne : https://dx.doi.org/10.1177/13623613261457950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Intersections of Autism and Sexual and Gender Diversity Among Young People in New Zealand / Brodie FRASER in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2151-2159 Titre : Intersections of Autism and Sexual and Gender Diversity Among Young People in New Zealand Type de document : texte imprimé Auteurs : Brodie FRASER, Auteur ; Sujata SAHA, Auteur ; Mary BUCHANAN, Auteur ; Sheree GIBB, Auteur ; Ruth MONK, Auteur ; Laurie K. MCLAY, Auteur ; Phoebe Jean CAMPBELL, Auteur ; Jordan ROGERS, Auteur ; Nicholas James BOWDEN, Auteur Article en page(s) : p.2151-2159 Langues : Anglais (eng) Mots-clés : Autism  sexual and gender diversity  children  youth  New Zealand  big data Index. décimale : PER Périodiques Résumé : International research suggests there is a common intersection between Autism and sexual and gender diversity. However, there is limited data estimating the whole-of-population prevalence of this association, both abroad and in Aotearoa New Zealand (NZ). Utilising NZ’s Integrated Data Infrastructure, a research database containing linked administrative and survey data, we conducted a nationwide cohort study of those in the age range 5–24 years for whom Census 2023 records existed. From a study population of 1,266,453 young people, 1.5% were identified as Autistic. After adjustment for demographic measures, we found significantly higher rates of Autism among sexually- and gender-diverse young people than among their heterosexual and cisgender peers. This included for those identifying with a gender outside of the male/female binary (3.9%) compared to both males (2.3%; 1.7 times as high) and females (0.7%; 5.8 times as high), transgender people (4.0%) compared to cisgender people (1.5%; 2.9 times as high), and non-heterosexuals (2.2%) compared to heterosexuals (1.4%; 1.8 times as high).Lay Abstract International research suggests there is a common overlap between Autism and sexual and gender diversity (such as people who are gay, lesbian, transgender, etc). However, there is little data about this association on a whole-of-population scale. We conducted a nationwide study of young people aged 5–24 years to explore this crossover. From a study population of 1,266,453 young people, 1.5% were identified as Autistic. Looking at sexual- and gender-diversity data, we found there were significantly higher proportion of people who were Autistic among sexually and gender-diverse young people compared to their heterosexual and cisgender peers. En ligne : https://dx.doi.org/10.1177/13623613261460933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Intersections of Autism and Sexual and Gender Diversity Among Young People in New Zealand [texte imprimé] / Brodie FRASER, Auteur ; Sujata SAHA, Auteur ; Mary BUCHANAN, Auteur ; Sheree GIBB, Auteur ; Ruth MONK, Auteur ; Laurie K. MCLAY, Auteur ; Phoebe Jean CAMPBELL, Auteur ; Jordan ROGERS, Auteur ; Nicholas James BOWDEN, Auteur . - p.2151-2159. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2151-2159 Mots-clés : Autism  sexual and gender diversity  children  youth  New Zealand  big data Index. décimale : PER Périodiques Résumé : International research suggests there is a common intersection between Autism and sexual and gender diversity. However, there is limited data estimating the whole-of-population prevalence of this association, both abroad and in Aotearoa New Zealand (NZ). Utilising NZ’s Integrated Data Infrastructure, a research database containing linked administrative and survey data, we conducted a nationwide cohort study of those in the age range 5–24 years for whom Census 2023 records existed. From a study population of 1,266,453 young people, 1.5% were identified as Autistic. After adjustment for demographic measures, we found significantly higher rates of Autism among sexually- and gender-diverse young people than among their heterosexual and cisgender peers. This included for those identifying with a gender outside of the male/female binary (3.9%) compared to both males (2.3%; 1.7 times as high) and females (0.7%; 5.8 times as high), transgender people (4.0%) compared to cisgender people (1.5%; 2.9 times as high), and non-heterosexuals (2.2%) compared to heterosexuals (1.4%; 1.8 times as high).Lay Abstract International research suggests there is a common overlap between Autism and sexual and gender diversity (such as people who are gay, lesbian, transgender, etc). However, there is little data about this association on a whole-of-population scale. We conducted a nationwide study of young people aged 5–24 years to explore this crossover. From a study population of 1,266,453 young people, 1.5% were identified as Autistic. Looking at sexual- and gender-diversity data, we found there were significantly higher proportion of people who were Autistic among sexually and gender-diverse young people compared to their heterosexual and cisgender peers. En ligne : https://dx.doi.org/10.1177/13623613261460933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Towards Neurodiversity-Affirming, Co-Produced Competence Frameworks in Psychotherapy: An Autistic-Led Call to Action / Laurence COBBAERT in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2160-2163 Titre : Towards Neurodiversity-Affirming, Co-Produced Competence Frameworks in Psychotherapy: An Autistic-Led Call to Action Type de document : texte imprimé Auteurs : Laurence COBBAERT, Auteur ; Marie CAMIN, Auteur ; Kai SCHWEIZER, Auteur ; Steven K. KAPP, Auteur ; Lumen GORRIE, Auteur ; Ellen MALONEY, Auteur ; Amanda MOSES, Auteur ; Kai S. THOMAS, Auteur ; Korey BARUTA, Auteur ; Esther FIDOCK, Auteur ; Dawn-Joy LEONG, Auteur ; Margo WHITE, Auteur ; Georgia PAVLOPOULOU, Auteur Article en page(s) : p.2160-2163 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261457948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Towards Neurodiversity-Affirming, Co-Produced Competence Frameworks in Psychotherapy: An Autistic-Led Call to Action [texte imprimé] / Laurence COBBAERT, Auteur ; Marie CAMIN, Auteur ; Kai SCHWEIZER, Auteur ; Steven K. KAPP, Auteur ; Lumen GORRIE, Auteur ; Ellen MALONEY, Auteur ; Amanda MOSES, Auteur ; Kai S. THOMAS, Auteur ; Korey BARUTA, Auteur ; Esther FIDOCK, Auteur ; Dawn-Joy LEONG, Auteur ; Margo WHITE, Auteur ; Georgia PAVLOPOULOU, Auteur . - p.2160-2163. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2160-2163 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261457948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590