Dépouillements

Removal notice to "Advanced ASD detection through facial and fMRI data integration with attention guidance" [Research in Autism 130 (2026) 202766] / B. Magesh KUMAR in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202944 Titre : Removal notice to "Advanced ASD detection through facial and fMRI data integration with attention guidance" [Research in Autism 130 (2026) 202766] Type de document : texte imprimé Auteurs : B. Magesh KUMAR, Auteur ; K. PREMALATHA, Auteur ; S. JOTHIMANI, Auteur Article en page(s) : 202944 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2026.202944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Removal notice to "Advanced ASD detection through facial and fMRI data integration with attention guidance" [Research in Autism 130 (2026) 202766] [texte imprimé] / B. Magesh KUMAR, Auteur ; K. PREMALATHA, Auteur ; S. JOTHIMANI, Auteur . - 202944. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202944 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2026.202944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Kindergarten-aged children with autism spectrum disorder show differential cognitive control to neutral vs. emotional faces in a go/no-go task / Hsin-Hui LU in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202945 Titre : Kindergarten-aged children with autism spectrum disorder show differential cognitive control to neutral vs. emotional faces in a go/no-go task Type de document : texte imprimé Auteurs : Hsin-Hui LU, Auteur ; Tien-Ai CHANG, Auteur ; Hsing-Chang NI, Auteur ; Shoou-Lian HWANG-GU, Auteur Article en page(s) : 202945 Langues : Anglais (eng) Mots-clés : Emotional face condition  Cognitive control  Self-regulation  Reactive control  Proactive control Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are at increased risk of difficulties in cognitive control, a core self-regulatory function supporting flexible behavior. This study examined cognitive control in kindergarten-aged children with ASD, focusing on responses to neutral and emotional facial expressions and associations with autistic-like traits. Participants were 136 Chinese children aged 5–6 years (ASD: n = 68, M = 5.90, SD = 0.41, range = 5.06–6.86, 59 boys; neurotypical peers: n = 68, M = 5.92, SD = 0.26, range = 5.51–6.32, 40 boys). All participants completed Go/No-Go tasks using neutral–happy and neutral–angry facial stimuli. The groups did not differ in nonverbal cognitive ability; however, children with ASD showed lower overall task sensitivity. While commission and omission error rates to emotional faces were comparable between groups, children with ASD made significantly more commission (ηp² =.03) and omission errors (ηp² =.05) when responding to neutral faces. Moreover, error rates in the neutral-face condition were positively associated with autistic-like communication traits (β = 0.21 for both error types). These findings suggest that emotional facial cues enhance attentional engagement in young children with ASD and are associated with more stable performance. In contrast, ambiguous social cues may require increased social interpretation and place greater demands on sustained attentional engagement and control processes. En ligne : https://doi.org/10.1016/j.reia.2026.202945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Kindergarten-aged children with autism spectrum disorder show differential cognitive control to neutral vs. emotional faces in a go/no-go task [texte imprimé] / Hsin-Hui LU, Auteur ; Tien-Ai CHANG, Auteur ; Hsing-Chang NI, Auteur ; Shoou-Lian HWANG-GU, Auteur . - 202945. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202945 Mots-clés : Emotional face condition  Cognitive control  Self-regulation  Reactive control  Proactive control Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are at increased risk of difficulties in cognitive control, a core self-regulatory function supporting flexible behavior. This study examined cognitive control in kindergarten-aged children with ASD, focusing on responses to neutral and emotional facial expressions and associations with autistic-like traits. Participants were 136 Chinese children aged 5–6 years (ASD: n = 68, M = 5.90, SD = 0.41, range = 5.06–6.86, 59 boys; neurotypical peers: n = 68, M = 5.92, SD = 0.26, range = 5.51–6.32, 40 boys). All participants completed Go/No-Go tasks using neutral–happy and neutral–angry facial stimuli. The groups did not differ in nonverbal cognitive ability; however, children with ASD showed lower overall task sensitivity. While commission and omission error rates to emotional faces were comparable between groups, children with ASD made significantly more commission (ηp² =.03) and omission errors (ηp² =.05) when responding to neutral faces. Moreover, error rates in the neutral-face condition were positively associated with autistic-like communication traits (β = 0.21 for both error types). These findings suggest that emotional facial cues enhance attentional engagement in young children with ASD and are associated with more stable performance. In contrast, ambiguous social cues may require increased social interpretation and place greater demands on sustained attentional engagement and control processes. En ligne : https://doi.org/10.1016/j.reia.2026.202945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Seizure type and antiepileptic drug use drive neurobehavioral severity in genetically defined autism: Evidence from Fragile X and Rett syndromes / Burcu ÇEVRELI in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202946 Titre : Seizure type and antiepileptic drug use drive neurobehavioral severity in genetically defined autism: Evidence from Fragile X and Rett syndromes Type de document : texte imprimé Auteurs : Burcu ÇEVRELI, Auteur ; Öznur Özge ÖZCAN, Auteur ; Bekir Barış GERGER, Auteur ; Ertuğrul Ekber DEMIRHAN, Auteur ; Türker Tekin ERGÜZEL, Auteur Article en page(s) : 202946 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Fragile X syndrome  Rett syndrome  Epilepsy  Antiepileptic drugs  Sensory reactivity  Executive functioning Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) and genetically defined conditions such as Fragile X syndrome (FXS) and Rett syndrome (RTT) are characterized by substantial neurobehavioral heterogeneity. Although sensory and executive dysfunction are well established, the relative contribution of epilepsy burden and pharmacological treatment to autism severity remains unclear. Methods This study included 263 children with ASD (n = 96), FXS (n = 84), and RTT (n = 83). Sensory reactivity, executive functioning, and autism severity were assessed using standardized caregiver-reported scales. Group comparisons, correlation analyses, and multiple regression models were conducted to examine multidomain relationships. Results A consistent gradient of impairment was observed across groups (ASD < FXS < RTT). While sensory and executive domains were significantly associated with autism severity, epilepsy-related variables emerged as the strongest predictors, particularly in RTT. Seizure type and antiepileptic drug use showed the largest effects, with regression analyses indicating that these factors accounted for a substantial proportion of variance in autism severity. In contrast, environmental and intervention-related factors had stronger effects in ASD and FXS, suggesting greater neurodevelopmental plasticity. Correlation analyses further revealed distinct network patterns, with ASD showing a flexible multidomain structure and RTT a more biologically constrained profile. Conclusions These findings support an epilepsy-driven model of neurobehavioral severity in genetically defined autism and highlight the differential balance between biological constraint and environmental modulation across diagnostic groups. Integrating seizure phenotype and treatment burden into clinical assessment may improve individualized intervention strategies and advance precision medicine approaches in neurodevelopmental disorders. En ligne : https://doi.org/10.1016/j.reia.2026.202946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Seizure type and antiepileptic drug use drive neurobehavioral severity in genetically defined autism: Evidence from Fragile X and Rett syndromes [texte imprimé] / Burcu ÇEVRELI, Auteur ; Öznur Özge ÖZCAN, Auteur ; Bekir Barış GERGER, Auteur ; Ertuğrul Ekber DEMIRHAN, Auteur ; Türker Tekin ERGÜZEL, Auteur . - 202946. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202946 Mots-clés : Autism spectrum disorder  Fragile X syndrome  Rett syndrome  Epilepsy  Antiepileptic drugs  Sensory reactivity  Executive functioning Index. décimale : PER Périodiques Résumé : Background Autism spectrum disorder (ASD) and genetically defined conditions such as Fragile X syndrome (FXS) and Rett syndrome (RTT) are characterized by substantial neurobehavioral heterogeneity. Although sensory and executive dysfunction are well established, the relative contribution of epilepsy burden and pharmacological treatment to autism severity remains unclear. Methods This study included 263 children with ASD (n = 96), FXS (n = 84), and RTT (n = 83). Sensory reactivity, executive functioning, and autism severity were assessed using standardized caregiver-reported scales. Group comparisons, correlation analyses, and multiple regression models were conducted to examine multidomain relationships. Results A consistent gradient of impairment was observed across groups (ASD < FXS < RTT). While sensory and executive domains were significantly associated with autism severity, epilepsy-related variables emerged as the strongest predictors, particularly in RTT. Seizure type and antiepileptic drug use showed the largest effects, with regression analyses indicating that these factors accounted for a substantial proportion of variance in autism severity. In contrast, environmental and intervention-related factors had stronger effects in ASD and FXS, suggesting greater neurodevelopmental plasticity. Correlation analyses further revealed distinct network patterns, with ASD showing a flexible multidomain structure and RTT a more biologically constrained profile. Conclusions These findings support an epilepsy-driven model of neurobehavioral severity in genetically defined autism and highlight the differential balance between biological constraint and environmental modulation across diagnostic groups. Integrating seizure phenotype and treatment burden into clinical assessment may improve individualized intervention strategies and advance precision medicine approaches in neurodevelopmental disorders. En ligne : https://doi.org/10.1016/j.reia.2026.202946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Feasibility and preliminary outcomes of a parent-mediated telehealth intervention for feeding difficulties in children with autism spectrum disorder / Jorge LUGO-MARÍN in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202947 Titre : Feasibility and preliminary outcomes of a parent-mediated telehealth intervention for feeding difficulties in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Jorge LUGO-MARÍN, Auteur ; Imanol SETIEN-RAMOS, Auteur ; Teresa ALONZO-CASTILLO, Auteur ; Aina GARCÍA-MARTÍNEZ, Auteur ; Silvia FERRER-MOLTÓ, Auteur ; María MARTÍNEZ-RAMÍREZ, Auteur ; Josep Antoni RAMOS-QUIROGA, Auteur ; Laura GISBERT-GUSTEMPS, Auteur Article en page(s) : 202947 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Feeding difficulties  Food selectivity  Telehealth  Parent-mediated intervention  Applied behavior analysis Index. décimale : PER Périodiques Résumé : Introduction Feeding difficulties are highly prevalent in children with autism spectrum disorder (ASD) and represent a significant source of family stress. Although in-person behavioral interventions have demonstrated effectiveness, access to them is limited. Parent-mediated interventions delivered via telehealth are emerging as a promising alternative, although evidence remains scarce. Objective To evaluate the feasibility, acceptability, and preliminary efficacy of a parent-mediated behavioral intervention delivered via telehealth for feeding difficulties in children with ASD. Method A prospective single-arm pilot study with a pre–post design and follow-ups at 3, 6, and 12 months was conducted. Participants were 26 children with ASD, aged 3–8 years, with clinically significant feeding difficulties. The 8-week intervention was based on applied behavior analysis principles and included psychoeducation, training in behavioral strategies, and individualized follow-up via videoconference. Measures included parental adherence, parental satisfaction, feeding behaviors, variety of accepted foods, parental stress, and family quality of life. Results The intervention showed moderate-to-high levels of parental adherence. Families reported high satisfaction and good acceptability of the telehealth format. Significant reductions in food selectivity were observed, along with a progressive increase in the variety of accepted foods, particularly at 6 months. No significant changes were found in parental stress or family quality of life. Conclusions This pilot study supports the feasibility and acceptability of a parent-mediated behavioral feeding intervention delivered via telehealth, with preliminary positive effects on food selectivity. Controlled trials are needed to confirm these findings. En ligne : https://doi.org/10.1016/j.reia.2026.202947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Feasibility and preliminary outcomes of a parent-mediated telehealth intervention for feeding difficulties in children with autism spectrum disorder [texte imprimé] / Jorge LUGO-MARÍN, Auteur ; Imanol SETIEN-RAMOS, Auteur ; Teresa ALONZO-CASTILLO, Auteur ; Aina GARCÍA-MARTÍNEZ, Auteur ; Silvia FERRER-MOLTÓ, Auteur ; María MARTÍNEZ-RAMÍREZ, Auteur ; Josep Antoni RAMOS-QUIROGA, Auteur ; Laura GISBERT-GUSTEMPS, Auteur . - 202947. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202947 Mots-clés : Autism spectrum disorder  Feeding difficulties  Food selectivity  Telehealth  Parent-mediated intervention  Applied behavior analysis Index. décimale : PER Périodiques Résumé : Introduction Feeding difficulties are highly prevalent in children with autism spectrum disorder (ASD) and represent a significant source of family stress. Although in-person behavioral interventions have demonstrated effectiveness, access to them is limited. Parent-mediated interventions delivered via telehealth are emerging as a promising alternative, although evidence remains scarce. Objective To evaluate the feasibility, acceptability, and preliminary efficacy of a parent-mediated behavioral intervention delivered via telehealth for feeding difficulties in children with ASD. Method A prospective single-arm pilot study with a pre–post design and follow-ups at 3, 6, and 12 months was conducted. Participants were 26 children with ASD, aged 3–8 years, with clinically significant feeding difficulties. The 8-week intervention was based on applied behavior analysis principles and included psychoeducation, training in behavioral strategies, and individualized follow-up via videoconference. Measures included parental adherence, parental satisfaction, feeding behaviors, variety of accepted foods, parental stress, and family quality of life. Results The intervention showed moderate-to-high levels of parental adherence. Families reported high satisfaction and good acceptability of the telehealth format. Significant reductions in food selectivity were observed, along with a progressive increase in the variety of accepted foods, particularly at 6 months. No significant changes were found in parental stress or family quality of life. Conclusions This pilot study supports the feasibility and acceptability of a parent-mediated behavioral feeding intervention delivered via telehealth, with preliminary positive effects on food selectivity. Controlled trials are needed to confirm these findings. En ligne : https://doi.org/10.1016/j.reia.2026.202947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Visualizing sex differences in school aged youth on the ADOS-2 using a latent space item response model / Ingrid TIEN in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202948 Titre : Visualizing sex differences in school aged youth on the ADOS-2 using a latent space item response model Type de document : texte imprimé Auteurs : Ingrid TIEN, Auteur ; Jevan LUO, Auteur ; Yingshi HUANG, Auteur ; Minjeong JEON, Auteur Article en page(s) : 202948 Langues : Anglais (eng) Mots-clés : Sex differences  Diagnosis  Diagnostic disparities  Assessment  Psychometrics Index. décimale : PER Périodiques Résumé : Background Examinations of measurement invariance on the ADOS-2 have demonstrated instrumental bias and differential performance for males. This is unsurprising, considering the female phenotype for autism measures was rarely represented in original samples. However, an examination of which items on the ADOS-2 females are more likely to endorse and are most representative of autistic difficulties for females has not been examined. Methods Using NDAR, a novel latent space items response model (LSIRM, Jeon et al., 2021) was employed to identify patterns in responses to visualize sex differences in the latent structure of the ADOS-2, representing several different phenotypic profiles. Results Overall, the scores for females were lower and clustered around social communicative difficulties (SCD). Males exhibited several distinct phenotypic profiles. Conclusion These findings allow for visualization of how items performs via clusters of individuals’ endorsement ability. These findings potentially drive specific item-level examinations and suggest changed weighting and scoring mechanisms. En ligne : https://doi.org/10.1016/j.reia.2026.202948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Visualizing sex differences in school aged youth on the ADOS-2 using a latent space item response model [texte imprimé] / Ingrid TIEN, Auteur ; Jevan LUO, Auteur ; Yingshi HUANG, Auteur ; Minjeong JEON, Auteur . - 202948. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202948 Mots-clés : Sex differences  Diagnosis  Diagnostic disparities  Assessment  Psychometrics Index. décimale : PER Périodiques Résumé : Background Examinations of measurement invariance on the ADOS-2 have demonstrated instrumental bias and differential performance for males. This is unsurprising, considering the female phenotype for autism measures was rarely represented in original samples. However, an examination of which items on the ADOS-2 females are more likely to endorse and are most representative of autistic difficulties for females has not been examined. Methods Using NDAR, a novel latent space items response model (LSIRM, Jeon et al., 2021) was employed to identify patterns in responses to visualize sex differences in the latent structure of the ADOS-2, representing several different phenotypic profiles. Results Overall, the scores for females were lower and clustered around social communicative difficulties (SCD). Males exhibited several distinct phenotypic profiles. Conclusion These findings allow for visualization of how items performs via clusters of individuals’ endorsement ability. These findings potentially drive specific item-level examinations and suggest changed weighting and scoring mechanisms. En ligne : https://doi.org/10.1016/j.reia.2026.202948 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Associations of age at autism diagnosis with mental health in children and adolescents: A national longitudinal study in the United Kingdom / Yongpeng ZHANG in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202949 Titre : Associations of age at autism diagnosis with mental health in children and adolescents: A national longitudinal study in the United Kingdom Type de document : texte imprimé Auteurs : Yongpeng ZHANG, Auteur ; Yahan LI, Auteur ; Jinghan JIANG, Auteur ; Caiyun ZHANG, Auteur Article en page(s) : 202949 Langues : Anglais (eng) Mots-clés : Age at autism diagnosis  Mental health  Social-emotional and behavioral difficulties  Rule-breaking behaviors  Self-harm  Suicide attempts Index. décimale : PER Périodiques Résumé : Background This study aimed to investigate the longitudinal association between parent‑reported age at ASD diagnosis and social-emotional and behavioral difficulties, and whether certain diagnostic windows are associated with a heightened risk of adverse mental health outcomes. Methods Using data from the UK Millennium Cohort Study, age at parent‑reported autism diagnosis was categorized as ≤ 5 years, 6–7 years, 8–11 years, and 12–14 years. Longitudinal analysis of socio-emotional and behavioral difficulties was conducted using the Strengths and Difficulties Questionnaire (SDQ) at waves 3–7. Outcomes at age 17 included social-emotional/behavioral difficulties, rule-breaking behaviors, self-harming, and suicide attempts. Results The findings revealed significant differences in the longitudinal association between age at parent‑reported autism diagnosis and social-emotional and behavioral difficulties from waves 3–7. Compared with participants without parent-reported ASD diagnosis, children diagnosed with autism at age 8–11 showed higher risks of social-emotional/behavioral difficulties (β = 7.73, 95% CI: 5.95, 9.50; p < 0.001), rule-breaking behaviors (OR = 1.74, 95% CI: 1.10, 2.75; p = 0.017), self-harm (OR = 2.09, 95% CI: 1.27–3.44; p = 0.004), and suicide attempts (OR = 3.32, 95% CI: 1.77, 6.23; p < 0.001) at age 17. Conclusion Findings revealed that parent-reported age at autism diagnosis was associated with significant heterogeneity in both longitudinal social-emotional/behavioral difficulties and later mental health outcomes. Age at diagnosis should be viewed as a proxy for a complex interplay of symptom profile, recognition, service access, and family context. is necessary to conduct further investigation into mechanisms, service pathways, and targeted support. En ligne : https://doi.org/10.1016/j.reia.2026.202949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Associations of age at autism diagnosis with mental health in children and adolescents: A national longitudinal study in the United Kingdom [texte imprimé] / Yongpeng ZHANG, Auteur ; Yahan LI, Auteur ; Jinghan JIANG, Auteur ; Caiyun ZHANG, Auteur . - 202949. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202949 Mots-clés : Age at autism diagnosis  Mental health  Social-emotional and behavioral difficulties  Rule-breaking behaviors  Self-harm  Suicide attempts Index. décimale : PER Périodiques Résumé : Background This study aimed to investigate the longitudinal association between parent‑reported age at ASD diagnosis and social-emotional and behavioral difficulties, and whether certain diagnostic windows are associated with a heightened risk of adverse mental health outcomes. Methods Using data from the UK Millennium Cohort Study, age at parent‑reported autism diagnosis was categorized as ≤ 5 years, 6–7 years, 8–11 years, and 12–14 years. Longitudinal analysis of socio-emotional and behavioral difficulties was conducted using the Strengths and Difficulties Questionnaire (SDQ) at waves 3–7. Outcomes at age 17 included social-emotional/behavioral difficulties, rule-breaking behaviors, self-harming, and suicide attempts. Results The findings revealed significant differences in the longitudinal association between age at parent‑reported autism diagnosis and social-emotional and behavioral difficulties from waves 3–7. Compared with participants without parent-reported ASD diagnosis, children diagnosed with autism at age 8–11 showed higher risks of social-emotional/behavioral difficulties (β = 7.73, 95% CI: 5.95, 9.50; p < 0.001), rule-breaking behaviors (OR = 1.74, 95% CI: 1.10, 2.75; p = 0.017), self-harm (OR = 2.09, 95% CI: 1.27–3.44; p = 0.004), and suicide attempts (OR = 3.32, 95% CI: 1.77, 6.23; p < 0.001) at age 17. Conclusion Findings revealed that parent-reported age at autism diagnosis was associated with significant heterogeneity in both longitudinal social-emotional/behavioral difficulties and later mental health outcomes. Age at diagnosis should be viewed as a proxy for a complex interplay of symptom profile, recognition, service access, and family context. is necessary to conduct further investigation into mechanisms, service pathways, and targeted support. En ligne : https://doi.org/10.1016/j.reia.2026.202949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Experiences of caregivers of autistic children in urban South India: Insights from caregivers and providers / Michelle F. PU in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202950 Titre : Experiences of caregivers of autistic children in urban South India: Insights from caregivers and providers Type de document : texte imprimé Auteurs : Michelle F. PU, Auteur ; Bhuvaneswari BALASUBRAMANIAM, Auteur Article en page(s) : 202950 Langues : Anglais (eng) Mots-clés : Autism  Caregiver  Stigma  Coping Index. décimale : PER Périodiques Résumé : Caregivers of autistic children in resource-limited countries such as India face multifaceted challenges. Research on culturally specific experiences of caregivers navigating their child's autism diagnosis is limited and hinders effective partnership and alliance with caregivers. This study explored the experiences of caregivers of autistic children in Bengaluru, South India. In-depth, semi-structured interviews were conducted with twenty caregivers of autistic children and eight providers, including educators and early-intervention providers. Transcripts were analyzed using inductive thematic analysis. Five themes describe caregivers’ complex journeys of receiving, navigating, and coping with their child’s autism diagnosis. Parental and healthcare provider awareness regarding autism is limited, leading to widespread normalization of developmental delays. Second, caregivers experience a high burden of care and prominent stigma regarding autism, which affect their interpersonal, psychological, and financial well-being. Third, beliefs on the etiology of autism vary and inform how caregivers approach solutions and therapies. Finally, caregivers use various coping strategies to navigate stigma and accept their child’s diagnosis. These findings highlight the need for culturally adapted interventions that support caregiver well-being and coping and empower caregivers as pivotal stakeholders in their child’s development. En ligne : https://doi.org/10.1016/j.reia.2026.202950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Experiences of caregivers of autistic children in urban South India: Insights from caregivers and providers [texte imprimé] / Michelle F. PU, Auteur ; Bhuvaneswari BALASUBRAMANIAM, Auteur . - 202950. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202950 Mots-clés : Autism  Caregiver  Stigma  Coping Index. décimale : PER Périodiques Résumé : Caregivers of autistic children in resource-limited countries such as India face multifaceted challenges. Research on culturally specific experiences of caregivers navigating their child's autism diagnosis is limited and hinders effective partnership and alliance with caregivers. This study explored the experiences of caregivers of autistic children in Bengaluru, South India. In-depth, semi-structured interviews were conducted with twenty caregivers of autistic children and eight providers, including educators and early-intervention providers. Transcripts were analyzed using inductive thematic analysis. Five themes describe caregivers’ complex journeys of receiving, navigating, and coping with their child’s autism diagnosis. Parental and healthcare provider awareness regarding autism is limited, leading to widespread normalization of developmental delays. Second, caregivers experience a high burden of care and prominent stigma regarding autism, which affect their interpersonal, psychological, and financial well-being. Third, beliefs on the etiology of autism vary and inform how caregivers approach solutions and therapies. Finally, caregivers use various coping strategies to navigate stigma and accept their child’s diagnosis. These findings highlight the need for culturally adapted interventions that support caregiver well-being and coping and empower caregivers as pivotal stakeholders in their child’s development. En ligne : https://doi.org/10.1016/j.reia.2026.202950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Cognitive empathy in autistic children: Differences across social and non-social contexts and emotion types / Weitao ZHANG in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202957 Titre : Cognitive empathy in autistic children: Differences across social and non-social contexts and emotion types Type de document : texte imprimé Auteurs : Weitao ZHANG, Auteur ; Jie ZHANG, Auteur ; Zhihan YANG, Auteur ; Lijuan ZOU, Auteur ; Sutao SONG, Auteur Article en page(s) : 202957 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive empathy  Social context  Theory of mind  Social emotion Index. décimale : PER Périodiques Résumé : Cognitive empathy difficulties are often observed in autism, but research on the factors associated with these difficulties remains limited. This study investigated whether social and non-social contexts are associated with contextualized cognitive empathy performance for different emotions (happiness, sadness, anger, and fear) in autistic children. Thirty autistic children (mean age = 9.00 ± 0.70 years, range = 8–10 years) and 30 non-autistic children watched a series of video-based emotional situations depicting everyday experiences in either social (involving peer interactions) or non-social contexts. Afterward, they answered questions designed to assess their contextualized cognitive empathy performance. Compared to non-autistic children, autistic children had lower cognitive empathy task scores across all types of emotion, though their scores were relatively higher for happiness than for other emotions. Additionally, among autistic children, cognitive empathy task scores were lower in social contexts than in non-social contexts for happiness, anger, and fear, but not for sadness. These findings provide preliminary evidence that contextualized cognitive empathy performance may vary across social and non-social contexts in autistic children. Stronger conclusions about emotion-specific contextual effects require further investigation. En ligne : https://doi.org/10.1016/j.reia.2026.202957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Cognitive empathy in autistic children: Differences across social and non-social contexts and emotion types [texte imprimé] / Weitao ZHANG, Auteur ; Jie ZHANG, Auteur ; Zhihan YANG, Auteur ; Lijuan ZOU, Auteur ; Sutao SONG, Auteur . - 202957. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202957 Mots-clés : Autism spectrum disorder  Cognitive empathy  Social context  Theory of mind  Social emotion Index. décimale : PER Périodiques Résumé : Cognitive empathy difficulties are often observed in autism, but research on the factors associated with these difficulties remains limited. This study investigated whether social and non-social contexts are associated with contextualized cognitive empathy performance for different emotions (happiness, sadness, anger, and fear) in autistic children. Thirty autistic children (mean age = 9.00 ± 0.70 years, range = 8–10 years) and 30 non-autistic children watched a series of video-based emotional situations depicting everyday experiences in either social (involving peer interactions) or non-social contexts. Afterward, they answered questions designed to assess their contextualized cognitive empathy performance. Compared to non-autistic children, autistic children had lower cognitive empathy task scores across all types of emotion, though their scores were relatively higher for happiness than for other emotions. Additionally, among autistic children, cognitive empathy task scores were lower in social contexts than in non-social contexts for happiness, anger, and fear, but not for sadness. These findings provide preliminary evidence that contextualized cognitive empathy performance may vary across social and non-social contexts in autistic children. Stronger conclusions about emotion-specific contextual effects require further investigation. En ligne : https://doi.org/10.1016/j.reia.2026.202957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy / Hussain A. ALMALKY in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202960 Titre : Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy Type de document : texte imprimé Auteurs : Hussain A. ALMALKY, Auteur ; Garyfalia CHARITAKI, Auteur ; Anastasia ALEVRIADOU, Auteur Article en page(s) : 202960 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Teacher reflection  School transition  Mathematics  teaching efficacy  Saudi Arabia Index. décimale : PER Périodiques Résumé : This study models teachers’ reflections on school transition practices for students with autism spectrum disorder (ASD) and/or Intellectual Disabilities as a hierarchical cognitive-metacognitive ability and evaluates its latent structure using structural equation modeling (SEM) and bifactor item response theory (IRT). Drawing on hierarchical models of intelligence, we examined whether reflective professional reasoning comprises a general factor alongside domain-specific components. A sample of 237 special education teachers working with students with ASD and/or Intellectual Disabilities completed measures of reflective transition practices and mathematics teaching efficacy. Results from SEM supported a correlated multidimensional structure, while bifactor modeling indicated the presence of a statistically identifiable general reflective reasoning dimension coexisting with substantial domain-specific variance. The general factor demonstrated high reliability, although explained common variance suggested meaningful differentiation across domains. Reflective reasoning was strongly associated with mathematics teaching efficacy (r = .63), and structural modeling indicated that teachers’ reflections on school transition practices positively predicted mathematics teaching efficacy beliefs (β =.30). These findings position reflections on transition practices for students with ASD and/or Intellectual Disabilities as a hierarchical cognitive construct linked to performance-related beliefs in a reasoning-intensive domain. Implications for modeling professional cognition and teacher development in autism-related educational contexts are discussed. En ligne : https://doi.org/10.1016/j.reia.2026.202960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy [texte imprimé] / Hussain A. ALMALKY, Auteur ; Garyfalia CHARITAKI, Auteur ; Anastasia ALEVRIADOU, Auteur . - 202960. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202960 Mots-clés : Autism spectrum disorder  Teacher reflection  School transition  Mathematics  teaching efficacy  Saudi Arabia Index. décimale : PER Périodiques Résumé : This study models teachers’ reflections on school transition practices for students with autism spectrum disorder (ASD) and/or Intellectual Disabilities as a hierarchical cognitive-metacognitive ability and evaluates its latent structure using structural equation modeling (SEM) and bifactor item response theory (IRT). Drawing on hierarchical models of intelligence, we examined whether reflective professional reasoning comprises a general factor alongside domain-specific components. A sample of 237 special education teachers working with students with ASD and/or Intellectual Disabilities completed measures of reflective transition practices and mathematics teaching efficacy. Results from SEM supported a correlated multidimensional structure, while bifactor modeling indicated the presence of a statistically identifiable general reflective reasoning dimension coexisting with substantial domain-specific variance. The general factor demonstrated high reliability, although explained common variance suggested meaningful differentiation across domains. Reflective reasoning was strongly associated with mathematics teaching efficacy (r = .63), and structural modeling indicated that teachers’ reflections on school transition practices positively predicted mathematics teaching efficacy beliefs (β =.30). These findings position reflections on transition practices for students with ASD and/or Intellectual Disabilities as a hierarchical cognitive construct linked to performance-related beliefs in a reasoning-intensive domain. Implications for modeling professional cognition and teacher development in autism-related educational contexts are discussed. En ligne : https://doi.org/10.1016/j.reia.2026.202960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Neuropsychological assessment of executive functions in autistic children and adolescents: Challenges, future directions, and clinical recommendations / Francesca ANDERLE in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202961 Titre : Neuropsychological assessment of executive functions in autistic children and adolescents: Challenges, future directions, and clinical recommendations Type de document : texte imprimé Auteurs : Francesca ANDERLE, Auteur ; Paola VENUTI, Auteur Article en page(s) : 202961 Langues : Anglais (eng) Mots-clés : Executive attention  Executive functions  Autism spectrum disorders  Neuropsychological assessment  Autistic children Index. décimale : PER Périodiques Résumé : Autistic children are often linked to cognitive challenges, particularly in executive functions (EFs), which can emerge as early as the preschool years. EFs encompass a complex set of cognitive processes that enable individuals to regulate impulses, retain and manipulate relevant information, filter distractions, and shift between tasks or attentional demands. Examining these functions in autistic children is particularly important given their close association with academic achievement, quality of life, behavioural and emotional regulation, and their role in understanding the heterogeneity of autism. Various tools have been developed to assess EFs, including performance-based measures and informant-report ratings. This narrative review synthesises the current literature on neuropsychological tools used to evaluate executive functioning in autistic children and adolescents (ages 3–18) with average intellectual profiles. The analysis of empirical studies published between 2013 and 2025 highlights substantial variability in findings, which appears to be strongly influenced by age, task characteristics, and the involvement of linguistic and fine motor demands. These factors represent key methodological challenges in EF assessment and may contribute to inconsistent results across studies. Future research should prioritise the development of more sensitive tools to isolate EF abilities from other cognitive domains, as well as the adoption of strength-based approaches. Longitudinal and multidimensional studies across diverse contexts are also warranted. From a clinical perspective, adopting a multidimensional and integrative assessment framework, such as the executive attention approach, may help address these limitations, improve the interpretation of EF profiles, and support the development of more targeted interventions and educational strategies for autistic individuals. En ligne : https://doi.org/10.1016/j.reia.2026.202961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Neuropsychological assessment of executive functions in autistic children and adolescents: Challenges, future directions, and clinical recommendations [texte imprimé] / Francesca ANDERLE, Auteur ; Paola VENUTI, Auteur . - 202961. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202961 Mots-clés : Executive attention  Executive functions  Autism spectrum disorders  Neuropsychological assessment  Autistic children Index. décimale : PER Périodiques Résumé : Autistic children are often linked to cognitive challenges, particularly in executive functions (EFs), which can emerge as early as the preschool years. EFs encompass a complex set of cognitive processes that enable individuals to regulate impulses, retain and manipulate relevant information, filter distractions, and shift between tasks or attentional demands. Examining these functions in autistic children is particularly important given their close association with academic achievement, quality of life, behavioural and emotional regulation, and their role in understanding the heterogeneity of autism. Various tools have been developed to assess EFs, including performance-based measures and informant-report ratings. This narrative review synthesises the current literature on neuropsychological tools used to evaluate executive functioning in autistic children and adolescents (ages 3–18) with average intellectual profiles. The analysis of empirical studies published between 2013 and 2025 highlights substantial variability in findings, which appears to be strongly influenced by age, task characteristics, and the involvement of linguistic and fine motor demands. These factors represent key methodological challenges in EF assessment and may contribute to inconsistent results across studies. Future research should prioritise the development of more sensitive tools to isolate EF abilities from other cognitive domains, as well as the adoption of strength-based approaches. Longitudinal and multidimensional studies across diverse contexts are also warranted. From a clinical perspective, adopting a multidimensional and integrative assessment framework, such as the executive attention approach, may help address these limitations, improve the interpretation of EF profiles, and support the development of more targeted interventions and educational strategies for autistic individuals. En ligne : https://doi.org/10.1016/j.reia.2026.202961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers / Catharine LORY in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202962 Titre : Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers Type de document : texte imprimé Auteurs : Catharine LORY, Auteur ; Qingli LEI, Auteur ; Emily GREGORI, Auteur ; Travis HAMMOND, Auteur ; Ramella LEE, Auteur ; Stephanie HUFF, Auteur Article en page(s) : 202962 Langues : Anglais (eng) Mots-clés : Autism  School  Teachers  Special education  General education  Qualitative Index. décimale : PER Périodiques Résumé : Objectives As the number of students with autism continues to rise, more educators are expected to address their needs. This qualitative study examined teachers’ strengths and limitations across academic, behavioral, social, and functional domains, and what they perceive as facilitators and barriers in supporting these students. Methods Focus groups were conducted with 17 teachers from an urban Southwestern U.S. region. A preliminary codebook was developed based on prior literature and iteratively refined through team coding of transcripts and identification of emergent themes. Results Teachers most frequently identified academics as a strength, citing familiarity with the content and teaching methods. Addressing behavioral issues was most frequently reported as the most challenging area, due to significant student needs, limited training, and resource gaps. Top facilitators included collaboration with families or staff, availability of support personnel, and teacher confidence; top barriers included inadequate training, staff support, and administrative support. Conclusions Study findings suggest the need for more frequent and relevant training for teachers across general and special education, more opportunities for professional collaboration, and administrative actions to strengthen staff capacity to serve students with autism across domains. En ligne : https://doi.org/10.1016/j.reia.2026.202962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Teaching students with autism: Teachers’ strengths, difficulties, facilitators, and barriers [texte imprimé] / Catharine LORY, Auteur ; Qingli LEI, Auteur ; Emily GREGORI, Auteur ; Travis HAMMOND, Auteur ; Ramella LEE, Auteur ; Stephanie HUFF, Auteur . - 202962. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202962 Mots-clés : Autism  School  Teachers  Special education  General education  Qualitative Index. décimale : PER Périodiques Résumé : Objectives As the number of students with autism continues to rise, more educators are expected to address their needs. This qualitative study examined teachers’ strengths and limitations across academic, behavioral, social, and functional domains, and what they perceive as facilitators and barriers in supporting these students. Methods Focus groups were conducted with 17 teachers from an urban Southwestern U.S. region. A preliminary codebook was developed based on prior literature and iteratively refined through team coding of transcripts and identification of emergent themes. Results Teachers most frequently identified academics as a strength, citing familiarity with the content and teaching methods. Addressing behavioral issues was most frequently reported as the most challenging area, due to significant student needs, limited training, and resource gaps. Top facilitators included collaboration with families or staff, availability of support personnel, and teacher confidence; top barriers included inadequate training, staff support, and administrative support. Conclusions Study findings suggest the need for more frequent and relevant training for teachers across general and special education, more opportunities for professional collaboration, and administrative actions to strengthen staff capacity to serve students with autism across domains. En ligne : https://doi.org/10.1016/j.reia.2026.202962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Short memory-training can improve inhibition functions in children with autism spectrum disorder: Preliminary evidences using an eye-tracker / Simona CALDANI in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202964 Titre : Short memory-training can improve inhibition functions in children with autism spectrum disorder: Preliminary evidences using an eye-tracker Type de document : texte imprimé Auteurs : Simona CALDANI, Auteur ; Elise HUMEAU, Auteur ; Richard DELORME, Auteur ; Maria Pia BUCCI, Auteur Article en page(s) : 202964 Langues : Anglais (eng) Mots-clés : Memory training  Children  ASD  Memory-guided saccades  Inhibition functions Index. décimale : PER Périodiques Résumé : Background Children with Autism Spectrum Disorder (ASD) often exhibit atypical oculomotor behavior and deficits in executive functioning, particularly in tasks involving inhibition and working memory. Eye-tracking paradigms provide objective markers for assessing these functions. Objective To assess whether a brief memory-based cognitive training can modulate saccadic eye movements and improve executive functioning in children with ASD. Method Fifty-four children with ASD were randomly assigned to a training group (G1) or a control group (G2). All participants completed oculomotor tasks before and after the intervention. These tasks included prosaccades (reflexive responses to peripheral stimuli) and memory-guided saccades (requiring inhibition of reflexive responses and spatial memory). G1 underwent 10 min of visuospatial memory training, while G2 had a 10-minute rest period. The main outcome measures included saccadic latency, anticipatory saccades (indicative of impulsivity), and error rate in memory-guided saccades (indicative of working memory performance). Results No significant change in prosaccadic latency was observed in the two groups. In contrast, the occurrence of anticipatory saccades and error rates in memory-guided saccades decreased significantly in G1 only, while G2 showed no change. Conclusion A brief memory training significantly improved oculomotor markers of inhibition and working memory in children with ASD. These findings suggest that memory training may enhance attentional engagement and inhibitory control in this population. En ligne : https://doi.org/10.1016/j.reia.2026.202964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Short memory-training can improve inhibition functions in children with autism spectrum disorder: Preliminary evidences using an eye-tracker [texte imprimé] / Simona CALDANI, Auteur ; Elise HUMEAU, Auteur ; Richard DELORME, Auteur ; Maria Pia BUCCI, Auteur . - 202964. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202964 Mots-clés : Memory training  Children  ASD  Memory-guided saccades  Inhibition functions Index. décimale : PER Périodiques Résumé : Background Children with Autism Spectrum Disorder (ASD) often exhibit atypical oculomotor behavior and deficits in executive functioning, particularly in tasks involving inhibition and working memory. Eye-tracking paradigms provide objective markers for assessing these functions. Objective To assess whether a brief memory-based cognitive training can modulate saccadic eye movements and improve executive functioning in children with ASD. Method Fifty-four children with ASD were randomly assigned to a training group (G1) or a control group (G2). All participants completed oculomotor tasks before and after the intervention. These tasks included prosaccades (reflexive responses to peripheral stimuli) and memory-guided saccades (requiring inhibition of reflexive responses and spatial memory). G1 underwent 10 min of visuospatial memory training, while G2 had a 10-minute rest period. The main outcome measures included saccadic latency, anticipatory saccades (indicative of impulsivity), and error rate in memory-guided saccades (indicative of working memory performance). Results No significant change in prosaccadic latency was observed in the two groups. In contrast, the occurrence of anticipatory saccades and error rates in memory-guided saccades decreased significantly in G1 only, while G2 showed no change. Conclusion A brief memory training significantly improved oculomotor markers of inhibition and working memory in children with ASD. These findings suggest that memory training may enhance attentional engagement and inhibitory control in this population. En ligne : https://doi.org/10.1016/j.reia.2026.202964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

A comparative and temporal evaluation of autism information across ten AI platforms / Serife BALIKCI in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202965 Titre : A comparative and temporal evaluation of autism information across ten AI platforms Type de document : texte imprimé Auteurs : Serife BALIKCI, Auteur Article en page(s) : 202965 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Artificial intelligence  Brave  ChatGPT  Claude  Copilot  DeepSeek  Gemini  Grok  Meta AI  Perplexity  Poe Index. décimale : PER Périodiques Résumé : Caregivers are increasingly using artificial intelligence (AI) platforms to obtain information about autism spectrum disorder (ASD), yet the consistency and usability of these responses remain unclear. This study examined the quality and temporal stability of responses generated by ten widely used, freely accessible AI platforms (Brave, ChatGPT, Claude, DeepSeek, Gemini, Grok, Meta AI, Microsoft Copilot, Perplexity, and Poe) when asked 15 autism-related questions. A descriptive research design was used. Responses were collected at two time points (August 2025 and February 2026) and evaluated across six dimensions including accuracy, readability, language framing, actionability, reference presence and format, and safety indicators. All responses reflected single-turn, first-pass outputs without follow-up prompting. Findings revealed considerable differences in performance across platforms, alongside consistent patterns over time. AI platforms generally provided accurate responses to autism-related questions; however, the readability of responses exceeded recommended guidelines. Most responses were presented using medicalized language, with limited use of neurodiversity-affirming wording. Actionable guidance was also limited, as only a small proportion of responses included clear next steps for families. Reference practices showed considerable variation, with some platforms including multiple sources (e.g., Gemini, Brave, Perplexity) while others offered few or none (e.g., ChatGPT, Meta AI). Across all platforms and both time points, no explicit misinformation, inappropriate reassurance, discouragement of evaluation or intervention, or unsafe recommendations were identified. Comparisons across time points showed that platform-level performance patterns were largely stable, with only minor fluctuations in scores across evaluation dimensions. These findings suggest that differences across AI platforms reflect consistent platform-level behaviors under default conditions rather than short-term variation in outputs. Overall, while AI platforms can provide broadly accurate information about ASD, they differ considerably in clarity, tone, usability, and transparency. The results highlight the need for cautious interpretation of AI-generated autism information and suggest that families may benefit from guidance when using these platforms. En ligne : https://doi.org/10.1016/j.reia.2026.202965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] A comparative and temporal evaluation of autism information across ten AI platforms [texte imprimé] / Serife BALIKCI, Auteur . - 202965. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202965 Mots-clés : Autism spectrum disorder  Artificial intelligence  Brave  ChatGPT  Claude  Copilot  DeepSeek  Gemini  Grok  Meta AI  Perplexity  Poe Index. décimale : PER Périodiques Résumé : Caregivers are increasingly using artificial intelligence (AI) platforms to obtain information about autism spectrum disorder (ASD), yet the consistency and usability of these responses remain unclear. This study examined the quality and temporal stability of responses generated by ten widely used, freely accessible AI platforms (Brave, ChatGPT, Claude, DeepSeek, Gemini, Grok, Meta AI, Microsoft Copilot, Perplexity, and Poe) when asked 15 autism-related questions. A descriptive research design was used. Responses were collected at two time points (August 2025 and February 2026) and evaluated across six dimensions including accuracy, readability, language framing, actionability, reference presence and format, and safety indicators. All responses reflected single-turn, first-pass outputs without follow-up prompting. Findings revealed considerable differences in performance across platforms, alongside consistent patterns over time. AI platforms generally provided accurate responses to autism-related questions; however, the readability of responses exceeded recommended guidelines. Most responses were presented using medicalized language, with limited use of neurodiversity-affirming wording. Actionable guidance was also limited, as only a small proportion of responses included clear next steps for families. Reference practices showed considerable variation, with some platforms including multiple sources (e.g., Gemini, Brave, Perplexity) while others offered few or none (e.g., ChatGPT, Meta AI). Across all platforms and both time points, no explicit misinformation, inappropriate reassurance, discouragement of evaluation or intervention, or unsafe recommendations were identified. Comparisons across time points showed that platform-level performance patterns were largely stable, with only minor fluctuations in scores across evaluation dimensions. These findings suggest that differences across AI platforms reflect consistent platform-level behaviors under default conditions rather than short-term variation in outputs. Overall, while AI platforms can provide broadly accurate information about ASD, they differ considerably in clarity, tone, usability, and transparency. The results highlight the need for cautious interpretation of AI-generated autism information and suggest that families may benefit from guidance when using these platforms. En ligne : https://doi.org/10.1016/j.reia.2026.202965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Measuring camouflaging of autistic traits in autistic and non-autistic adults: Validation of the Polish CAT-Q (CAT-Q-PL) / Agnieszka SIEDLER in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202966 Titre : Measuring camouflaging of autistic traits in autistic and non-autistic adults: Validation of the Polish CAT-Q (CAT-Q-PL) Type de document : texte imprimé Auteurs : Agnieszka SIEDLER, Auteur ; Ewa PISULA, Auteur ; Katarzyna TOMASZEK, Auteur ; Anna BANASIAK, Auteur ; Laura HULL, Auteur ; Edyta IDCZAK-PACEŚ, Auteur ; Joanna KOSSEWSKA, Auteur ; Anna PYSZKOWSKA, Auteur ; Agata WĘDZONKA, Auteur ; Ewa ZASĘPA, Auteur Article en page(s) : 202966 Langues : Anglais (eng) Mots-clés : Autistic traits  Camouflaging  CAT-Q  Validation  Autism spectrum Index. décimale : PER Périodiques Résumé : Camouflaging refers to strategies used to compensate for or conceal autism-related traits in social contexts and has received increasing attention due to its implications for diagnosis and well-being. Although prior work on the Camouflaging Autistic Traits Questionnaire (CAT-Q) generally supports good psychometric properties across language versions, questions remain about construct equivalence across groups defined by diagnostic status or sex/gender. We validated the Polish CAT-Q (CAT-Q-PL) in 1421 adults (331 self-reported autism diagnosis, 287 self-identifying as autistic without a formal diagnosis, and 803 non-autistic). Exploratory factor analysis supported the intended three-factor structure (Compensation, Masking, Assimilation), whereas confirmatory factor analysis showed suboptimal fit, particularly in the non-autistic and self-identifying groups. Internal consistency was acceptable to excellent. Multi-group CFA supported full measurement invariance across gender; across identification-group contrasts, metric invariance was supported but scalar/threshold invariance was not, limiting latent mean comparisons. In the diagnosed autistic and non-autistic groups, CAT-Q-PL scores were associated with autistic traits and with depression, anxiety, and stress, whereas associations were weaker and less consistent in the self-identifying group. Overall, the CAT-Q-PL appears suitable for research use in Polish adult samples, although some item-level refinement is warranted. Further measurement work is needed to clarify the stability and conceptual equivalence of camouflaging across groups differing in diagnostic status and gender, particularly given the limited number of men included in the study. The findings also indicate the need for more in-depth comparative research on the properties of the CAT-Q and, more broadly, on the phenomenon of camouflaging across different linguistic and cultural contexts. En ligne : https://doi.org/10.1016/j.reia.2026.202966 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Measuring camouflaging of autistic traits in autistic and non-autistic adults: Validation of the Polish CAT-Q (CAT-Q-PL) [texte imprimé] / Agnieszka SIEDLER, Auteur ; Ewa PISULA, Auteur ; Katarzyna TOMASZEK, Auteur ; Anna BANASIAK, Auteur ; Laura HULL, Auteur ; Edyta IDCZAK-PACEŚ, Auteur ; Joanna KOSSEWSKA, Auteur ; Anna PYSZKOWSKA, Auteur ; Agata WĘDZONKA, Auteur ; Ewa ZASĘPA, Auteur . - 202966. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202966 Mots-clés : Autistic traits  Camouflaging  CAT-Q  Validation  Autism spectrum Index. décimale : PER Périodiques Résumé : Camouflaging refers to strategies used to compensate for or conceal autism-related traits in social contexts and has received increasing attention due to its implications for diagnosis and well-being. Although prior work on the Camouflaging Autistic Traits Questionnaire (CAT-Q) generally supports good psychometric properties across language versions, questions remain about construct equivalence across groups defined by diagnostic status or sex/gender. We validated the Polish CAT-Q (CAT-Q-PL) in 1421 adults (331 self-reported autism diagnosis, 287 self-identifying as autistic without a formal diagnosis, and 803 non-autistic). Exploratory factor analysis supported the intended three-factor structure (Compensation, Masking, Assimilation), whereas confirmatory factor analysis showed suboptimal fit, particularly in the non-autistic and self-identifying groups. Internal consistency was acceptable to excellent. Multi-group CFA supported full measurement invariance across gender; across identification-group contrasts, metric invariance was supported but scalar/threshold invariance was not, limiting latent mean comparisons. In the diagnosed autistic and non-autistic groups, CAT-Q-PL scores were associated with autistic traits and with depression, anxiety, and stress, whereas associations were weaker and less consistent in the self-identifying group. Overall, the CAT-Q-PL appears suitable for research use in Polish adult samples, although some item-level refinement is warranted. Further measurement work is needed to clarify the stability and conceptual equivalence of camouflaging across groups differing in diagnostic status and gender, particularly given the limited number of men included in the study. The findings also indicate the need for more in-depth comparative research on the properties of the CAT-Q and, more broadly, on the phenomenon of camouflaging across different linguistic and cultural contexts. En ligne : https://doi.org/10.1016/j.reia.2026.202966 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

The role of temperament in the association between sensory responsiveness and autistic traits levels in children on the autism spectrum / Karolina KRZYSZTOFIK in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202967 Titre : The role of temperament in the association between sensory responsiveness and autistic traits levels in children on the autism spectrum Type de document : texte imprimé Auteurs : Karolina KRZYSZTOFIK, Auteur Article en page(s) : 202967 Langues : Anglais (eng) Mots-clés : Autism spectrum  Sensory responsiveness  Temperament  Autistic traits Index. décimale : PER Périodiques Résumé : Analyses of sensory processing and temperament are gaining increasing prominence in current research literature concerning the autism spectrum. Associations of both sensory responsiveness and temperament with numerous areas of functioning in children on the autism spectrum are highlighted, including: adaptive behaviors, social functioning, emotion regulation processes, and autism traits. Dimensions of sensory responsiveness are also examined as predictors of temperamental trait levels in this group of children. Therefore, a natural next step may involve analysis of the mutual contribution of temperamental traits and sensory responsiveness in explaining autistic trait levels. This study aimed to ascertain whether temperamental traits mediate the association of sensory responsiveness with autistic trait levels in a group of early school-aged children on the autism spectrum. A sample of 186 children diagnosed with autism, aged between 7 and 11 years, was assessed utilizing the Autistic Quotient (AQ), the Sensory Experiences Questionnaire 3.0 – Polish Version, and the EAS-C Temperament Questionnaire. The obtained findings suggest that temperamental traits mediate the relationships between sensory hyperresponsiveness and autistic traits. It therefore appears that the unique role of hyperresponsiveness highlighted in previous research within the sensory profile of individuals on the autism spectrum has been confirmed. En ligne : https://doi.org/10.1016/j.reia.2026.202967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] The role of temperament in the association between sensory responsiveness and autistic traits levels in children on the autism spectrum [texte imprimé] / Karolina KRZYSZTOFIK, Auteur . - 202967. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202967 Mots-clés : Autism spectrum  Sensory responsiveness  Temperament  Autistic traits Index. décimale : PER Périodiques Résumé : Analyses of sensory processing and temperament are gaining increasing prominence in current research literature concerning the autism spectrum. Associations of both sensory responsiveness and temperament with numerous areas of functioning in children on the autism spectrum are highlighted, including: adaptive behaviors, social functioning, emotion regulation processes, and autism traits. Dimensions of sensory responsiveness are also examined as predictors of temperamental trait levels in this group of children. Therefore, a natural next step may involve analysis of the mutual contribution of temperamental traits and sensory responsiveness in explaining autistic trait levels. This study aimed to ascertain whether temperamental traits mediate the association of sensory responsiveness with autistic trait levels in a group of early school-aged children on the autism spectrum. A sample of 186 children diagnosed with autism, aged between 7 and 11 years, was assessed utilizing the Autistic Quotient (AQ), the Sensory Experiences Questionnaire 3.0 – Polish Version, and the EAS-C Temperament Questionnaire. The obtained findings suggest that temperamental traits mediate the relationships between sensory hyperresponsiveness and autistic traits. It therefore appears that the unique role of hyperresponsiveness highlighted in previous research within the sensory profile of individuals on the autism spectrum has been confirmed. En ligne : https://doi.org/10.1016/j.reia.2026.202967 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Garden path processing in children with Autism Spectrum Disorders: Evidence from eye-tracking / Michaela NERANTZINI in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202968 Titre : Garden path processing in children with Autism Spectrum Disorders: Evidence from eye-tracking Type de document : texte imprimé Auteurs : Michaela NERANTZINI, Auteur ; Eleni PERISTERI, Auteur ; Stavroula ALEXANDROPOULOU, Auteur ; Spyridoula VARLOKOSTA, Auteur Article en page(s) : 202968 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders  Garden path sentences  Eye-tracking  Reading  Executive functions Index. décimale : PER Périodiques Résumé : Though comprehenders use thematic fit to predict upcoming materials in discourse, the processor does not always select a felicitous parsing pathway. Syntactic processing models claim that multiple parses compete for selection at points of incremental ambiguity, and early parsing decisions often need to be overridden by engaging executive functions. Though previous studies investigated lexical and pronominal ambiguity in Autism Spectrum Disorders, there is a dearth of research on garden path sentence processing in autism. The objective of this study was to assess garden path sentence processing in autistic and age-matched typically-developing (TD) children by employing an eye-tracking-while-reading task. The task included sentences with temporary subject-object ambiguity stemming from either case syncretism or overt case marking of determiner phrases following optionally transitive verbs. Children’s executive functions were also assessed to investigate interactions between cognitive control and garden path resolution skills. We found that the autistic children experienced larger costs than their TD peers in integrating overt case cues in garden path sentences. These costs were mainly reflected in the autistic children’s significantly longer dwell time and more fixations in the determiner of the critical DPs. Also, autistic children’s garden path repair processes were modulated by their executive functions not before the wrap-up of the sentences, which is indicative of delayed cognitive control adjustment. The overall findings show that structural ambiguity resolution was more challenging for the autistic children, and that this weakness stemmed from cognitive control deficits and difficulty with the mapping of morphological cues to argument features, rather than competing syntactic representations per se. En ligne : https://doi.org/10.1016/j.reia.2026.202968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Garden path processing in children with Autism Spectrum Disorders: Evidence from eye-tracking [texte imprimé] / Michaela NERANTZINI, Auteur ; Eleni PERISTERI, Auteur ; Stavroula ALEXANDROPOULOU, Auteur ; Spyridoula VARLOKOSTA, Auteur . - 202968. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202968 Mots-clés : Autism Spectrum Disorders  Garden path sentences  Eye-tracking  Reading  Executive functions Index. décimale : PER Périodiques Résumé : Though comprehenders use thematic fit to predict upcoming materials in discourse, the processor does not always select a felicitous parsing pathway. Syntactic processing models claim that multiple parses compete for selection at points of incremental ambiguity, and early parsing decisions often need to be overridden by engaging executive functions. Though previous studies investigated lexical and pronominal ambiguity in Autism Spectrum Disorders, there is a dearth of research on garden path sentence processing in autism. The objective of this study was to assess garden path sentence processing in autistic and age-matched typically-developing (TD) children by employing an eye-tracking-while-reading task. The task included sentences with temporary subject-object ambiguity stemming from either case syncretism or overt case marking of determiner phrases following optionally transitive verbs. Children’s executive functions were also assessed to investigate interactions between cognitive control and garden path resolution skills. We found that the autistic children experienced larger costs than their TD peers in integrating overt case cues in garden path sentences. These costs were mainly reflected in the autistic children’s significantly longer dwell time and more fixations in the determiner of the critical DPs. Also, autistic children’s garden path repair processes were modulated by their executive functions not before the wrap-up of the sentences, which is indicative of delayed cognitive control adjustment. The overall findings show that structural ambiguity resolution was more challenging for the autistic children, and that this weakness stemmed from cognitive control deficits and difficulty with the mapping of morphological cues to argument features, rather than competing syntactic representations per se. En ligne : https://doi.org/10.1016/j.reia.2026.202968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Rethinking robot-assisted autism interventions: A developmental misalignment framework in ethics, cognition, and context / Sinan KALKAN in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202969 Titre : Rethinking robot-assisted autism interventions: A developmental misalignment framework in ethics, cognition, and context Type de document : texte imprimé Auteurs : Sinan KALKAN, Auteur ; Ayşegül Şükran ÖZ, Auteur Article en page(s) : 202969 Langues : Anglais (eng) Mots-clés : Autism  Pedagogical effectiveness  Robot-assisted instruction  Critical interpretive synthesis (CIS) methodology  Naturalistic teaching  Social interaction Index. décimale : PER Périodiques Résumé : This study aims to critically examine robot-assisted instructional practices from a pedagogical perspective concerning the developmental and social-cognitive needs of children with autism. Using the Critical Interpretive Synthesis (CIS) methodology, this critical review analyzes findings from 29 studies. According to the studies, robots mostly exhibit benefits in short-term, organized, low-demand interactions; however, these benefits do not translate to natural social circumstances. The findings further suggest that robots’ limited capacities for gesture, facial expression, prosody, and intentionality restrain their ability to support the multi-layered processes underlying social cognition. Moreover, mechanical language use and interaction patterns raise theoretical concerns regarding communication and language development in children with autism that warrant careful empirical scrutiny. Given these findings, the current evidence base supports positioning robot-assisted instruction as a time-limited, supplementary tool targeting specific, structured sub-skills rather than as a primary method for broad social-cognitive development. Evidence-based practices that emphasize naturalistic, relationship-based, and contextually embedded learning are identified as better aligned with the developmental and contextual requirements of children with autism for supporting long-term developmental outcomes. Accordingly, this paper proposes the Developmental Mismatch Framework (DMF), which conceptualizes the structural incongruence between robots’ social representational capacities and the natural social-cognitive requirements of children with autism across interactional, cognitive, and contextual dimensions. En ligne : https://doi.org/10.1016/j.reia.2026.202969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Rethinking robot-assisted autism interventions: A developmental misalignment framework in ethics, cognition, and context [texte imprimé] / Sinan KALKAN, Auteur ; Ayşegül Şükran ÖZ, Auteur . - 202969. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202969 Mots-clés : Autism  Pedagogical effectiveness  Robot-assisted instruction  Critical interpretive synthesis (CIS) methodology  Naturalistic teaching  Social interaction Index. décimale : PER Périodiques Résumé : This study aims to critically examine robot-assisted instructional practices from a pedagogical perspective concerning the developmental and social-cognitive needs of children with autism. Using the Critical Interpretive Synthesis (CIS) methodology, this critical review analyzes findings from 29 studies. According to the studies, robots mostly exhibit benefits in short-term, organized, low-demand interactions; however, these benefits do not translate to natural social circumstances. The findings further suggest that robots’ limited capacities for gesture, facial expression, prosody, and intentionality restrain their ability to support the multi-layered processes underlying social cognition. Moreover, mechanical language use and interaction patterns raise theoretical concerns regarding communication and language development in children with autism that warrant careful empirical scrutiny. Given these findings, the current evidence base supports positioning robot-assisted instruction as a time-limited, supplementary tool targeting specific, structured sub-skills rather than as a primary method for broad social-cognitive development. Evidence-based practices that emphasize naturalistic, relationship-based, and contextually embedded learning are identified as better aligned with the developmental and contextual requirements of children with autism for supporting long-term developmental outcomes. Accordingly, this paper proposes the Developmental Mismatch Framework (DMF), which conceptualizes the structural incongruence between robots’ social representational capacities and the natural social-cognitive requirements of children with autism across interactional, cognitive, and contextual dimensions. En ligne : https://doi.org/10.1016/j.reia.2026.202969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Validation of the adolescent-adults sensory profile (AASP) in the Spanish population / D. PÉREZ-CRUZADO in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202970 Titre : Validation of the adolescent-adults sensory profile (AASP) in the Spanish population Type de document : texte imprimé Auteurs : D. PÉREZ-CRUZADO, Auteur ; P. DE BLAS-ZAMORANO, Auteur ; P. MOMPEAN-TORRECILLAS, Auteur ; P. MONTAGUT-MARTÍNEZ, Auteur Article en page(s) : 202970 Langues : Anglais (eng) Mots-clés : AASP  Sensory processing  Validation  Spanish population  Psychometric properties Index. décimale : PER Périodiques Résumé : Purpose There is a need to validate culturally adapted assessment tools that can identify sensory reactivity problems in adolescents and adults. Therefore, the aim of this study was to evaluate the psychometric properties of the Spanish version of the Adolescent/Adult Sensory Profile (AASP) according to current COSMIN recommendations, and to explore the structural validity of the instrument in a large Spanish adult sample. Materials and methods A total of 806 adults participated in this study. A confirmatory factor analysis was performed. Cronbach's α coefficients were calculated for all items and for each of the quadrants. An intraclass correlation coefficient analysis was performed on a sample of 134 participants with a 1-week interval. Convergent validity was evaluated by assessing the relationships among the quadrants of the exploratory 42-item solution, AASP-60, and ASQ. Results Index for confirmatory factor analysis were satisfactory for a version of 42 items (the exploratory 42-item solution). Cronbach's α was 0.82, and McDonald’s omega was 0.86 for all items; the Intraclass correlation coefficient for each of the four quadrants was 0.90, 0.90, 0.90, and 0.83, respectively. The original version of the AASP-60 items was compared with the new Spanish adaptation of the exploratory 42-item solution, and the correlation levels were high (r = 0.88–0.97; p ˂ 0.01). Conclusions The psychometric analyses supported acceptable reliability and preliminary evidence of structural validity for an empirically derived 42-item version (AASP-42). This shortened version should be considered exploratory until replicated in independent samples. En ligne : https://doi.org/10.1016/j.reia.2026.202970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Validation of the adolescent-adults sensory profile (AASP) in the Spanish population [texte imprimé] / D. PÉREZ-CRUZADO, Auteur ; P. DE BLAS-ZAMORANO, Auteur ; P. MOMPEAN-TORRECILLAS, Auteur ; P. MONTAGUT-MARTÍNEZ, Auteur . - 202970. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202970 Mots-clés : AASP  Sensory processing  Validation  Spanish population  Psychometric properties Index. décimale : PER Périodiques Résumé : Purpose There is a need to validate culturally adapted assessment tools that can identify sensory reactivity problems in adolescents and adults. Therefore, the aim of this study was to evaluate the psychometric properties of the Spanish version of the Adolescent/Adult Sensory Profile (AASP) according to current COSMIN recommendations, and to explore the structural validity of the instrument in a large Spanish adult sample. Materials and methods A total of 806 adults participated in this study. A confirmatory factor analysis was performed. Cronbach's α coefficients were calculated for all items and for each of the quadrants. An intraclass correlation coefficient analysis was performed on a sample of 134 participants with a 1-week interval. Convergent validity was evaluated by assessing the relationships among the quadrants of the exploratory 42-item solution, AASP-60, and ASQ. Results Index for confirmatory factor analysis were satisfactory for a version of 42 items (the exploratory 42-item solution). Cronbach's α was 0.82, and McDonald’s omega was 0.86 for all items; the Intraclass correlation coefficient for each of the four quadrants was 0.90, 0.90, 0.90, and 0.83, respectively. The original version of the AASP-60 items was compared with the new Spanish adaptation of the exploratory 42-item solution, and the correlation levels were high (r = 0.88–0.97; p ˂ 0.01). Conclusions The psychometric analyses supported acceptable reliability and preliminary evidence of structural validity for an empirically derived 42-item version (AASP-42). This shortened version should be considered exploratory until replicated in independent samples. En ligne : https://doi.org/10.1016/j.reia.2026.202970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Evaluating virtual reality training for law enforcement officers to respond to autism-related calls: A replication and extension / Lauren GARDNER in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202971 Titre : Evaluating virtual reality training for law enforcement officers to respond to autism-related calls: A replication and extension Type de document : texte imprimé Auteurs : Lauren GARDNER, Auteur ; Lindsey POWELL, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : 202971 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Law enforcement officers  Training Index. décimale : PER Périodiques Résumé : Previous research has found that law enforcement officers (LEOs) have limited knowledge of autism, and most have not received formal training. Researchers aimed to replicate and extend previous findings on the impact on and experiences of LEOs participating in an autism training that included virtual reality (VR) simulation. Training components included an interactive presentation, VR simulation, and think-pair-share activities. LEOs’ perceived confidence when responding to calls involving autistic individuals was the primary outcome. A total of 401 sworn LEOs attended one of 20 training sessions. Participants completed pre- and post-training surveys assessing perceived confidence in responding to related calls. LEOs also provided positive feedback on their experiences with the VR simulation, though a small number shared negative experiences such as reported motion sickness. LEOs reported significant increases in perceived confidence in responding to calls. The vast majority indicated that the training would positively influence their professional interactions with autistic individuals. Notably, LEOs without prior autism training and those without a personal relationship with an autistic individual demonstrated the greatest gains in confidence. Future research should examine the long-term effects of such training on officer behavior and call outcomes. En ligne : https://doi.org/10.1016/j.reia.2026.202971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Evaluating virtual reality training for law enforcement officers to respond to autism-related calls: A replication and extension [texte imprimé] / Lauren GARDNER, Auteur ; Lindsey POWELL, Auteur ; Jonathan M. CAMPBELL, Auteur . - 202971. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202971 Mots-clés : Autism spectrum disorder  Law enforcement officers  Training Index. décimale : PER Périodiques Résumé : Previous research has found that law enforcement officers (LEOs) have limited knowledge of autism, and most have not received formal training. Researchers aimed to replicate and extend previous findings on the impact on and experiences of LEOs participating in an autism training that included virtual reality (VR) simulation. Training components included an interactive presentation, VR simulation, and think-pair-share activities. LEOs’ perceived confidence when responding to calls involving autistic individuals was the primary outcome. A total of 401 sworn LEOs attended one of 20 training sessions. Participants completed pre- and post-training surveys assessing perceived confidence in responding to related calls. LEOs also provided positive feedback on their experiences with the VR simulation, though a small number shared negative experiences such as reported motion sickness. LEOs reported significant increases in perceived confidence in responding to calls. The vast majority indicated that the training would positively influence their professional interactions with autistic individuals. Notably, LEOs without prior autism training and those without a personal relationship with an autistic individual demonstrated the greatest gains in confidence. Future research should examine the long-term effects of such training on officer behavior and call outcomes. En ligne : https://doi.org/10.1016/j.reia.2026.202971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

Autistic identity dimensions correlate with wellbeing and daily living in autistic adults / Sydney R. TERROSO in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202972 Titre : Autistic identity dimensions correlate with wellbeing and daily living in autistic adults Type de document : texte imprimé Auteurs : Sydney R. TERROSO, Auteur ; Katherine O. GOTHAM, Auteur ; Ta M. MCDONALD, Auteur Article en page(s) : 202972 Langues : Anglais (eng) Mots-clés : Autism  Identity  Self-esteem  Stigma  Quality of life  Flourishing Index. décimale : PER Périodiques Résumé : Autistic adults vary in how they identify with being autistic, which may influence their quality of life and flourishing. We examined the association of autistic identity, characterized by the Autism Spectrum Identity Scale dimensions of positive difference and changeability, with the wellbeing, daily life, and relationships of autistic adults. Among 1139 participants, 893 were formally diagnosed and 246 were self-diagnosed. Participants who more strongly endorsed positive difference and changeability reported higher degrees of wellbeing, daily living skills, and relationship success. Linear regression analyses indicated that these identity dimensions exhibited distinct patterns, with positive difference primarily relating to psychological health and wellbeing markers, and changeability relating to daily functioning and relationship success. These findings suggest how differences in autistic identity relate to flourishing and may inform the development of therapeutic approaches and structures that enhance wellbeing and quality of life among autistic adults. En ligne : https://doi.org/10.1016/j.reia.2026.202972 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Autistic identity dimensions correlate with wellbeing and daily living in autistic adults [texte imprimé] / Sydney R. TERROSO, Auteur ; Katherine O. GOTHAM, Auteur ; Ta M. MCDONALD, Auteur . - 202972. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202972 Mots-clés : Autism  Identity  Self-esteem  Stigma  Quality of life  Flourishing Index. décimale : PER Périodiques Résumé : Autistic adults vary in how they identify with being autistic, which may influence their quality of life and flourishing. We examined the association of autistic identity, characterized by the Autism Spectrum Identity Scale dimensions of positive difference and changeability, with the wellbeing, daily life, and relationships of autistic adults. Among 1139 participants, 893 were formally diagnosed and 246 were self-diagnosed. Participants who more strongly endorsed positive difference and changeability reported higher degrees of wellbeing, daily living skills, and relationship success. Linear regression analyses indicated that these identity dimensions exhibited distinct patterns, with positive difference primarily relating to psychological health and wellbeing markers, and changeability relating to daily functioning and relationship success. These findings suggest how differences in autistic identity relate to flourishing and may inform the development of therapeutic approaches and structures that enhance wellbeing and quality of life among autistic adults. En ligne : https://doi.org/10.1016/j.reia.2026.202972 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592