Dépouillements

Social Responsiveness as a Mediator in Adapted Cognitive Behavioral Therapy for Autistic Youth with Maladaptive and Interfering Anxiety / Jeffrey J. WOOD in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3755-3764 Titre : Social Responsiveness as a Mediator in Adapted Cognitive Behavioral Therapy for Autistic Youth with Maladaptive and Interfering Anxiety Type de document : texte imprimé Auteurs : Jeffrey J. WOOD, Auteur ; Eric A. STORCH, Auteur ; Katherine SUNG, Auteur ; Karen S. WOOD, Auteur ; Philip C. KENDALL, Auteur Article en page(s) : p. 3755-3764 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Numerous adaptations to interventions have been included in cognitive behavioral therapy (CBT) for autistic youth. This study examines the degree to which CBT adapted to the social needs of autistic youth confers significant benefit by promoting social responsiveness. A secondary analysis was conducted on a multisite randomized clinical trial (Wood et al. in JAMA Psychiatry 77:474–483, 2020) comparing adapted CBT with standard-of-practice CBT and treatment-as-usual (TA). Autistic youth (N = 167; aged 7–13) with maladaptive and interfering anxiety participated. The adapted CBT (BIACA) uses a modular format, with an emphasis on supplementing common CBT practice elements (reframing and graded exposure) with social skill supports. The primary outcome measure was the Pediatric Anxiety Rating Scale. Social responsiveness was assessed with the Social Responsiveness Scale, Second Edition. Participants’ general mental health was assessed as a secondary outcome using the Brief Problem Checklist. Mediation was tested using the SPSS PROCESS macro. Analyses suggested that the effect of adapted CBT on anxiety was mediated by its effects on social responsiveness, with a statistically significant indirect effect. Youth randomly assigned to adapted CBT exhibited better overall mental health at posttreatment compared to those randomized to the other conditions, and this effect was also mediated by improved social responsiveness. CBT adapted to address some of the social needs of autistic youth may enhance mental health outcomes by supporting social responsiveness, perhaps increasing the ease and effectiveness with which some youth can navigate potentially stressful situations such as entering and participating in group activities. En ligne : https://doi.org/10.1007/s10803-025-06866-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Social Responsiveness as a Mediator in Adapted Cognitive Behavioral Therapy for Autistic Youth with Maladaptive and Interfering Anxiety [texte imprimé] / Jeffrey J. WOOD, Auteur ; Eric A. STORCH, Auteur ; Katherine SUNG, Auteur ; Karen S. WOOD, Auteur ; Philip C. KENDALL, Auteur . - p. 3755-3764. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3755-3764 Index. décimale : PER Périodiques Résumé : Numerous adaptations to interventions have been included in cognitive behavioral therapy (CBT) for autistic youth. This study examines the degree to which CBT adapted to the social needs of autistic youth confers significant benefit by promoting social responsiveness. A secondary analysis was conducted on a multisite randomized clinical trial (Wood et al. in JAMA Psychiatry 77:474–483, 2020) comparing adapted CBT with standard-of-practice CBT and treatment-as-usual (TA). Autistic youth (N = 167; aged 7–13) with maladaptive and interfering anxiety participated. The adapted CBT (BIACA) uses a modular format, with an emphasis on supplementing common CBT practice elements (reframing and graded exposure) with social skill supports. The primary outcome measure was the Pediatric Anxiety Rating Scale. Social responsiveness was assessed with the Social Responsiveness Scale, Second Edition. Participants’ general mental health was assessed as a secondary outcome using the Brief Problem Checklist. Mediation was tested using the SPSS PROCESS macro. Analyses suggested that the effect of adapted CBT on anxiety was mediated by its effects on social responsiveness, with a statistically significant indirect effect. Youth randomly assigned to adapted CBT exhibited better overall mental health at posttreatment compared to those randomized to the other conditions, and this effect was also mediated by improved social responsiveness. CBT adapted to address some of the social needs of autistic youth may enhance mental health outcomes by supporting social responsiveness, perhaps increasing the ease and effectiveness with which some youth can navigate potentially stressful situations such as entering and participating in group activities. En ligne : https://doi.org/10.1007/s10803-025-06866-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Moderate-to-Vigorous Physical Activity and Suicidal Ideation in Adolescents with Attention Deficit/Hyperactivity Disorder: the Mediating Effects of Mental Health / Chang LIU in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3765-3773 Titre : Moderate-to-Vigorous Physical Activity and Suicidal Ideation in Adolescents with Attention Deficit/Hyperactivity Disorder: the Mediating Effects of Mental Health Type de document : texte imprimé Auteurs : Chang LIU, Auteur ; Yijian YANG, Auteur ; Kelly ARBOUR-NICITOPOULOS, Auteur ; Rainbow Tin-hung HO, Auteur ; Juanita Sin-ting CHEUNG, Auteur ; Andes LEUNG, Auteur ; Cindy HUI-PING SIT, Auteur Article en page(s) : p. 3765-3773 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to (a) examine whether device-assessed moderate-to-vigorous physical activity (MVPA) was associated with suicidal ideation (SI) in adolescents with attention-deficit/hyperactivity disorders (ADHD), (b) investigate whether the association was mediated by depression, and (c) assess whether anxiety, stress, and resilience would work with depression to constitute chain mediation paths between MVPA and SI. Sixty adolescents with ADHD aged 12–17 (Mage = 14.33 ± 1.43 years) met the inclusion criteria. MVPA data were assessed using accelerometers worn around the waist for seven consecutive days. SI, depression, anxiety, stress, and resilience were examined using self-report questionnaires. Bivariate correlations were estimated for all variables. Lavaan package was used to examine the association between MVPA and SI, and the mediating effects of depression, anxiety, stress, and resilience by adjusting for a minimally sufficient confounder set and applying the bootstrap method. MVPA was negatively associated with SI. Depression fully mediated this association. Anxiety, stress, and resilience combining with depression formed three chain mediation paths between MVPA and SI, respectively. The integrative mediation model, including anxiety, stress, resilience, and depression, revealed that anxiety and depression explained 38.2% of the variance in the association between MVPA and SI, and resilience and depression explained 22.1%, while stress did not. MVPA could serve as an alternative or adjunctive approach, particularly in conjunction with depression-focused interventions, to increase resilience, decrease anxiety and depression, and in turn to prevent or attenuate SI in adolescents with ADHD. En ligne : https://doi.org/10.1007/s10803-025-06809-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Moderate-to-Vigorous Physical Activity and Suicidal Ideation in Adolescents with Attention Deficit/Hyperactivity Disorder: the Mediating Effects of Mental Health [texte imprimé] / Chang LIU, Auteur ; Yijian YANG, Auteur ; Kelly ARBOUR-NICITOPOULOS, Auteur ; Rainbow Tin-hung HO, Auteur ; Juanita Sin-ting CHEUNG, Auteur ; Andes LEUNG, Auteur ; Cindy HUI-PING SIT, Auteur . - p. 3765-3773. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3765-3773 Index. décimale : PER Périodiques Résumé : This study aimed to (a) examine whether device-assessed moderate-to-vigorous physical activity (MVPA) was associated with suicidal ideation (SI) in adolescents with attention-deficit/hyperactivity disorders (ADHD), (b) investigate whether the association was mediated by depression, and (c) assess whether anxiety, stress, and resilience would work with depression to constitute chain mediation paths between MVPA and SI. Sixty adolescents with ADHD aged 12–17 (Mage = 14.33 ± 1.43 years) met the inclusion criteria. MVPA data were assessed using accelerometers worn around the waist for seven consecutive days. SI, depression, anxiety, stress, and resilience were examined using self-report questionnaires. Bivariate correlations were estimated for all variables. Lavaan package was used to examine the association between MVPA and SI, and the mediating effects of depression, anxiety, stress, and resilience by adjusting for a minimally sufficient confounder set and applying the bootstrap method. MVPA was negatively associated with SI. Depression fully mediated this association. Anxiety, stress, and resilience combining with depression formed three chain mediation paths between MVPA and SI, respectively. The integrative mediation model, including anxiety, stress, resilience, and depression, revealed that anxiety and depression explained 38.2% of the variance in the association between MVPA and SI, and resilience and depression explained 22.1%, while stress did not. MVPA could serve as an alternative or adjunctive approach, particularly in conjunction with depression-focused interventions, to increase resilience, decrease anxiety and depression, and in turn to prevent or attenuate SI in adolescents with ADHD. En ligne : https://doi.org/10.1007/s10803-025-06809-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Movement Behaviors in Youth on the Autism Spectrum: The HUNT Study, Norway / Ingrid OKKENHAUG in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3774-3786 Titre : Movement Behaviors in Youth on the Autism Spectrum: The HUNT Study, Norway Type de document : texte imprimé Auteurs : Ingrid OKKENHAUG, Auteur ; Terese WILHELMSEN, Auteur ; Paul Jarle MORK, Auteur ; Ingar MEHUS, Auteur Article en page(s) : p. 3774-3786 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research consistently show that autistic youth are less physically active compared to their neurotypical peers. However, there is limited understanding of how gender influences physical activity (PA) patterns among neurodiverse youth compared to the general population. This study aims to examine 24-hour movement behaviors - PA, sedentary behavior (SB), and sleep duration - among autistic youth (n = 71) in Norway, in comparison to peers with Attention-Deficit/Hyperactivity Disorder (ADHD) (n = 411) and the general youth population (n = 3805). The data is from the Young-HUNT4 study, linked with diagnostic information from the Norwegian Patient Registry. Variables explored are objective accelerometer-measured PA, SB, and sleep duration, self-reported participation in organized and unorganized physical activities, and screen activities. Results confirms that autistic youth engage in lower levels of moderate-to-vigorous PA, while demonstrating similar levels of light PA. They also spend more time sitting and comparable time sleeping. Autistic youth participate less in sport and were less likely to use commercial gyms. However, their participation in outdoor activities were similar to their peers. Regarding screen activities, autistic youth spent more time playing video games, while youth with ADHD were more engaged in social media. Among autistic youth, the only gender difference found was in video games. In conclusion, autistic youth are less physically active overall and spend significant time in SB. However, their comparable participation in light PA suggests opportunities for promoting further participation. Additionally, exergaming could offer a promising avenue to increase PA in this population. En ligne : https://doi.org/10.1007/s10803-025-06835-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Movement Behaviors in Youth on the Autism Spectrum: The HUNT Study, Norway [texte imprimé] / Ingrid OKKENHAUG, Auteur ; Terese WILHELMSEN, Auteur ; Paul Jarle MORK, Auteur ; Ingar MEHUS, Auteur . - p. 3774-3786. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3774-3786 Index. décimale : PER Périodiques Résumé : Research consistently show that autistic youth are less physically active compared to their neurotypical peers. However, there is limited understanding of how gender influences physical activity (PA) patterns among neurodiverse youth compared to the general population. This study aims to examine 24-hour movement behaviors - PA, sedentary behavior (SB), and sleep duration - among autistic youth (n = 71) in Norway, in comparison to peers with Attention-Deficit/Hyperactivity Disorder (ADHD) (n = 411) and the general youth population (n = 3805). The data is from the Young-HUNT4 study, linked with diagnostic information from the Norwegian Patient Registry. Variables explored are objective accelerometer-measured PA, SB, and sleep duration, self-reported participation in organized and unorganized physical activities, and screen activities. Results confirms that autistic youth engage in lower levels of moderate-to-vigorous PA, while demonstrating similar levels of light PA. They also spend more time sitting and comparable time sleeping. Autistic youth participate less in sport and were less likely to use commercial gyms. However, their participation in outdoor activities were similar to their peers. Regarding screen activities, autistic youth spent more time playing video games, while youth with ADHD were more engaged in social media. Among autistic youth, the only gender difference found was in video games. In conclusion, autistic youth are less physically active overall and spend significant time in SB. However, their comparable participation in light PA suggests opportunities for promoting further participation. Additionally, exergaming could offer a promising avenue to increase PA in this population. En ligne : https://doi.org/10.1007/s10803-025-06835-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Examining Behavioral Interventions for Infancy and Early Toddlerhood: A Systematic Review of Intervention Effects, Parameters, and Participants / Jessica J. SIMACEK in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3787-3827 Titre : Examining Behavioral Interventions for Infancy and Early Toddlerhood: A Systematic Review of Intervention Effects, Parameters, and Participants Type de document : texte imprimé Auteurs : Jessica J. SIMACEK, Auteur ; Amy RIEGELMAN, Auteur ; Jaclyn GUNDERSON, Auteur ; Emma WORTHLEY, Auteur ; Adele F. DIMIAN, Auteur ; Pang CHAXIONG, Auteur ; Jason J. WOLFF, Auteur Article en page(s) : p. 3787-3827 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Rapid advancement is paving the way to identify children who would likely benefit from early intervention during the first years of life, prior to the onset of significant delays in development. With the widely acknowledged benefits of early intervention, key questions arise: Does behavioral intervention targeted to infancy and early toddlerhood improve developmental outcomes? What procedures might be used, and under what circumstances? Who do these interventions work for? The current review comprehensively examined the literature on behavioral interventions based in operant learning, focused on key developmental areas with children in the first two years of life. We located and synthesized 69 studies with unique participant cohorts that included 1735 children. The search revealed many studies focused on the first year of life, of which a large proportion investigated approaches to increase communication. We provide implications, limitations, and future directions on how behavioral interventions for infants and young toddlers can inform current practice and future intervention research this population. En ligne : https://doi.org/10.1007/s10803-025-06804-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Examining Behavioral Interventions for Infancy and Early Toddlerhood: A Systematic Review of Intervention Effects, Parameters, and Participants [texte imprimé] / Jessica J. SIMACEK, Auteur ; Amy RIEGELMAN, Auteur ; Jaclyn GUNDERSON, Auteur ; Emma WORTHLEY, Auteur ; Adele F. DIMIAN, Auteur ; Pang CHAXIONG, Auteur ; Jason J. WOLFF, Auteur . - p. 3787-3827. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3787-3827 Index. décimale : PER Périodiques Résumé : Rapid advancement is paving the way to identify children who would likely benefit from early intervention during the first years of life, prior to the onset of significant delays in development. With the widely acknowledged benefits of early intervention, key questions arise: Does behavioral intervention targeted to infancy and early toddlerhood improve developmental outcomes? What procedures might be used, and under what circumstances? Who do these interventions work for? The current review comprehensively examined the literature on behavioral interventions based in operant learning, focused on key developmental areas with children in the first two years of life. We located and synthesized 69 studies with unique participant cohorts that included 1735 children. The search revealed many studies focused on the first year of life, of which a large proportion investigated approaches to increase communication. We provide implications, limitations, and future directions on how behavioral interventions for infants and young toddlers can inform current practice and future intervention research this population. En ligne : https://doi.org/10.1007/s10803-025-06804-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Self-Compassion and Psychological Health of Parents: A Meta-Analysis Focused on Some Neurodevelopmental Disorders / Cansu OZTURK in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3828-3843 Titre : Self-Compassion and Psychological Health of Parents: A Meta-Analysis Focused on Some Neurodevelopmental Disorders Type de document : texte imprimé Auteurs : Cansu OZTURK, Auteur ; H. Senay GUZEL, Auteur Article en page(s) : p. 3828-3843 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of children with neurodevelopmental disorders (NDDs) may face various psychological problems and experience parenting stress because of the nature of these disorders. Parents’ psychological distress and high levels of parenting stress have a negative impact on their well-being. In addition, recent studies on the buffering effect of self-compassion related with psychological difficulties have also attracted attention. At this point, this study aims to carry out a meta-analytic review of studies examining the association between self-compassion and psychological distress, parenting stress, and well-being. Web of Science (WOS), Scopus, and EBSCOHost (APA PsycArticles, MEDLINE, TR Index, ERIC) electronic databases were searched in November 2023. Studies were included if they were quantitative and included parents of children with NDDs as the study population. As a result, 131 studies were obtained. After the duplicate studies were removed and evaluated according to the inclusion criteria, n = 15 were included. The random effects model was used to obtain the pooled effect sizes. The results showed that there was a large, negative, and significant relationship between self-compassion and parental depression score and parenting stress; a moderate, negative, and significant relationship between self-compassion and parental anxiety score; and a large, positive, and significant relationship between self-compassion and parental well-being. According to these findings, it is important to observe and measure the level of self-compassion for the well-being of parents of children with neurodevelopmental disorders. Moreover, increasing self-compassion in parents of children with neurodevelopmental disorders may be a protective factor for the psychological health of these parents. En ligne : https://doi.org/10.1007/s10803-025-06841-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Self-Compassion and Psychological Health of Parents: A Meta-Analysis Focused on Some Neurodevelopmental Disorders [texte imprimé] / Cansu OZTURK, Auteur ; H. Senay GUZEL, Auteur . - p. 3828-3843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3828-3843 Index. décimale : PER Périodiques Résumé : Parents of children with neurodevelopmental disorders (NDDs) may face various psychological problems and experience parenting stress because of the nature of these disorders. Parents’ psychological distress and high levels of parenting stress have a negative impact on their well-being. In addition, recent studies on the buffering effect of self-compassion related with psychological difficulties have also attracted attention. At this point, this study aims to carry out a meta-analytic review of studies examining the association between self-compassion and psychological distress, parenting stress, and well-being. Web of Science (WOS), Scopus, and EBSCOHost (APA PsycArticles, MEDLINE, TR Index, ERIC) electronic databases were searched in November 2023. Studies were included if they were quantitative and included parents of children with NDDs as the study population. As a result, 131 studies were obtained. After the duplicate studies were removed and evaluated according to the inclusion criteria, n = 15 were included. The random effects model was used to obtain the pooled effect sizes. The results showed that there was a large, negative, and significant relationship between self-compassion and parental depression score and parenting stress; a moderate, negative, and significant relationship between self-compassion and parental anxiety score; and a large, positive, and significant relationship between self-compassion and parental well-being. According to these findings, it is important to observe and measure the level of self-compassion for the well-being of parents of children with neurodevelopmental disorders. Moreover, increasing self-compassion in parents of children with neurodevelopmental disorders may be a protective factor for the psychological health of these parents. En ligne : https://doi.org/10.1007/s10803-025-06841-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Atypical Social Behavior is Predicted by Overconnectivity Between Salience and Default Mode Networks in Autism Spectrum Disorder / Alina MINNIGULOVA in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3844-3852 Titre : Atypical Social Behavior is Predicted by Overconnectivity Between Salience and Default Mode Networks in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Alina MINNIGULOVA, Auteur ; Maria PROTOPOVA, Auteur ; Olga DRAGOY, Auteur ; Vardan ARUTIUNIAN, Auteur Article en page(s) : p. 3844-3852 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As Default Mode and Salience networks (DMN, SN) contribute to social behavior and switching between inner and outer attention, they are believed to function and develop differently in individuals with Autism Spectrum Disorder (ASD). However, it remains unclear what alterations of their interactivity are connected to certain autistic traits and how age influences these networks’ maturing. Behavioral (social responsiveness, executive functions and communication skills) and resting-state functional connectivity (FC) data from the Autism Brain Imaging Data Exchange were analyzed comprising individuals with ASD (n = 144) and healthy controls (n = 99). We compared FC between the groups investigating DMN and SN separately and in combination. Finally, we assessed FC-behavior links in the ASD group and age effects on FC across these networks in both samples. Individuals with ASD exhibited increased FC between DMN and SN but decreased one within DMN compared to the control group. FC between right insular and medial prefrontal cortices predicted more severe social responsiveness impairments in ASD but there were no significant associations with executive functions nor adaptive behavior. Additionally, DMN and SN matured in ASD with partly different patterns than in typical development. Our results replicated and expanded previous findings on DMN and SN pointing to robust differences within and between these networks in ASD and their contribution to autistic traits regarding social responsiveness. En ligne : https://doi.org/10.1007/s10803-025-06840-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Atypical Social Behavior is Predicted by Overconnectivity Between Salience and Default Mode Networks in Autism Spectrum Disorder [texte imprimé] / Alina MINNIGULOVA, Auteur ; Maria PROTOPOVA, Auteur ; Olga DRAGOY, Auteur ; Vardan ARUTIUNIAN, Auteur . - p. 3844-3852. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3844-3852 Index. décimale : PER Périodiques Résumé : As Default Mode and Salience networks (DMN, SN) contribute to social behavior and switching between inner and outer attention, they are believed to function and develop differently in individuals with Autism Spectrum Disorder (ASD). However, it remains unclear what alterations of their interactivity are connected to certain autistic traits and how age influences these networks’ maturing. Behavioral (social responsiveness, executive functions and communication skills) and resting-state functional connectivity (FC) data from the Autism Brain Imaging Data Exchange were analyzed comprising individuals with ASD (n = 144) and healthy controls (n = 99). We compared FC between the groups investigating DMN and SN separately and in combination. Finally, we assessed FC-behavior links in the ASD group and age effects on FC across these networks in both samples. Individuals with ASD exhibited increased FC between DMN and SN but decreased one within DMN compared to the control group. FC between right insular and medial prefrontal cortices predicted more severe social responsiveness impairments in ASD but there were no significant associations with executive functions nor adaptive behavior. Additionally, DMN and SN matured in ASD with partly different patterns than in typical development. Our results replicated and expanded previous findings on DMN and SN pointing to robust differences within and between these networks in ASD and their contribution to autistic traits regarding social responsiveness. En ligne : https://doi.org/10.1007/s10803-025-06840-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Evaluation of a Supervisor Toolkit to Support Autism Provider Use of Pivotal Response Training / Allison JOBIN in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3853-3865 Titre : Evaluation of a Supervisor Toolkit to Support Autism Provider Use of Pivotal Response Training Type de document : texte imprimé Auteurs : Allison JOBIN, Auteur ; Jessica SUHRHEINRICH, Auteur ; Kelsey OLIVER, Auteur ; Janice CHAN, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p. 3853-3865 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research emphasizes the importance of fidelity assessment in the delivery of evidence-based interventions for autistic children, but it is underutilized in community settings. There is a need for effective tools supporting provider training and fidelity measurement within usual care autism services. The purpose of this study was to examine the feasibility, acceptability, and impact of a supervisor training suite to support community-based provider use of a naturalistic behavioral intervention, Pivotal Response Training (PRT). This study applied a nonconcurrent multiple baseline design to evaluate the feasibility, acceptability, and impact of a supervisor toolkit including a PRT intervention fidelity assessment tool and accompanying package of coaching, feedback, and implementation strategies for supporting provider training. Supervisors (n = 5), providers (n = 17), and autistic children (n = 17) participated in the study. Results indicate high levels of adherence to and satisfaction with the Toolkit. Supervisor training in the Toolkit was effective for supporting most providers in successfully using more difficult PRT components and had varied impact on provider implementation of PRT overall. This study contributes to the literature on effective professional development strategies for training providers in evidence-based naturalistic behavioral interventions. The integration of training in the use of a fidelity tool, with planning, coaching, and implementation strategies to support the process, may improve training quality and warrants further research. En ligne : https://doi.org/10.1007/s10803-025-06849-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Evaluation of a Supervisor Toolkit to Support Autism Provider Use of Pivotal Response Training [texte imprimé] / Allison JOBIN, Auteur ; Jessica SUHRHEINRICH, Auteur ; Kelsey OLIVER, Auteur ; Janice CHAN, Auteur ; Aubyn C. STAHMER, Auteur . - p. 3853-3865. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3853-3865 Index. décimale : PER Périodiques Résumé : Research emphasizes the importance of fidelity assessment in the delivery of evidence-based interventions for autistic children, but it is underutilized in community settings. There is a need for effective tools supporting provider training and fidelity measurement within usual care autism services. The purpose of this study was to examine the feasibility, acceptability, and impact of a supervisor training suite to support community-based provider use of a naturalistic behavioral intervention, Pivotal Response Training (PRT). This study applied a nonconcurrent multiple baseline design to evaluate the feasibility, acceptability, and impact of a supervisor toolkit including a PRT intervention fidelity assessment tool and accompanying package of coaching, feedback, and implementation strategies for supporting provider training. Supervisors (n = 5), providers (n = 17), and autistic children (n = 17) participated in the study. Results indicate high levels of adherence to and satisfaction with the Toolkit. Supervisor training in the Toolkit was effective for supporting most providers in successfully using more difficult PRT components and had varied impact on provider implementation of PRT overall. This study contributes to the literature on effective professional development strategies for training providers in evidence-based naturalistic behavioral interventions. The integration of training in the use of a fidelity tool, with planning, coaching, and implementation strategies to support the process, may improve training quality and warrants further research. En ligne : https://doi.org/10.1007/s10803-025-06849-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Exploring Family Experiences With Section 504 Plans for Their Autistic Children / RaeAnne LINDSAY in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3866-3877 Titre : Exploring Family Experiences With Section 504 Plans for Their Autistic Children Type de document : texte imprimé Auteurs : RaeAnne LINDSAY, Auteur ; Bhabika JOSHI, Auteur ; Nehal ABAZA, Auteur ; Bridget C. SMITH, Auteur ; Saury RAMOS-TORRES, Auteur ; Rion HUMPHRIES, Auteur ; Sarah DEMISSIE, Auteur ; Ana Lucia HINCAPIE, Auteur ; Isabelle BURAKOV, Auteur ; Brittney GOSCICKI, Auteur ; Meghan M. BURKE, Auteur Article en page(s) : p. 3866-3877 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although access to inclusive education should be available for all students with disabilities, the extant literature has focused mainly on access to Individualized Education Programs (IEPs) without addressing access to Sect. 504 of the American Rehabilitation Act. Over 1.38 million students are served by Sect. 504 in public schools, yet little is known about their experiences. Specifically, little is known about the experiences of families of autistic students with Sect. 504; given the heterogeneity of autism, it is likely that many autistic students qualify for Sect. 504 (and not IEPs). The purpose of the study was to explore the experiences of families of children with autism with access to Sect. 504 in school settings. Altogether, 23 families participated in individual interviews about their initial experiences accessing Sect. 504, their input into the Sect. 504 plan, and the implementation of the Sect. 504 plan. Some families reported positive experiences with Sect. 504. When positive experiences occurred, it was largely due to having supportive school professionals. Unfortunately, most participants reported negative experiences with access to Sect. 504 including the school being unwilling to provide accommodations. Implications for future research include the need to develop and test interventions to improve supports under Sect. 504. En ligne : https://doi.org/10.1007/s10803-025-06856-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Exploring Family Experiences With Section 504 Plans for Their Autistic Children [texte imprimé] / RaeAnne LINDSAY, Auteur ; Bhabika JOSHI, Auteur ; Nehal ABAZA, Auteur ; Bridget C. SMITH, Auteur ; Saury RAMOS-TORRES, Auteur ; Rion HUMPHRIES, Auteur ; Sarah DEMISSIE, Auteur ; Ana Lucia HINCAPIE, Auteur ; Isabelle BURAKOV, Auteur ; Brittney GOSCICKI, Auteur ; Meghan M. BURKE, Auteur . - p. 3866-3877. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3866-3877 Index. décimale : PER Périodiques Résumé : Although access to inclusive education should be available for all students with disabilities, the extant literature has focused mainly on access to Individualized Education Programs (IEPs) without addressing access to Sect. 504 of the American Rehabilitation Act. Over 1.38 million students are served by Sect. 504 in public schools, yet little is known about their experiences. Specifically, little is known about the experiences of families of autistic students with Sect. 504; given the heterogeneity of autism, it is likely that many autistic students qualify for Sect. 504 (and not IEPs). The purpose of the study was to explore the experiences of families of children with autism with access to Sect. 504 in school settings. Altogether, 23 families participated in individual interviews about their initial experiences accessing Sect. 504, their input into the Sect. 504 plan, and the implementation of the Sect. 504 plan. Some families reported positive experiences with Sect. 504. When positive experiences occurred, it was largely due to having supportive school professionals. Unfortunately, most participants reported negative experiences with access to Sect. 504 including the school being unwilling to provide accommodations. Implications for future research include the need to develop and test interventions to improve supports under Sect. 504. En ligne : https://doi.org/10.1007/s10803-025-06856-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Financial Literacy Skills Instruction Among Autistic Individuals: A Systematic Review / David SCHENA in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3878-3892 Titre : Financial Literacy Skills Instruction Among Autistic Individuals: A Systematic Review Type de document : texte imprimé Auteurs : David SCHENA, Auteur ; Monica GALIZZI, Auteur ; Ashleigh HILLIER, Auteur ; Jacob DESRUISSEAUX, Auteur Article en page(s) : p. 3878-3892 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Financial literacy skills are crucial for an independent life in modern societies. However, it does not appear that researchers have examined financial literacy skills among autistic individuals. This manuscript uses a systematic review to identify existing research which examines financial literacy skill instruction for autistic individuals. En ligne : https://doi.org/10.1007/s10803-025-06853-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Financial Literacy Skills Instruction Among Autistic Individuals: A Systematic Review [texte imprimé] / David SCHENA, Auteur ; Monica GALIZZI, Auteur ; Ashleigh HILLIER, Auteur ; Jacob DESRUISSEAUX, Auteur . - p. 3878-3892. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3878-3892 Index. décimale : PER Périodiques Résumé : Financial literacy skills are crucial for an independent life in modern societies. However, it does not appear that researchers have examined financial literacy skills among autistic individuals. This manuscript uses a systematic review to identify existing research which examines financial literacy skill instruction for autistic individuals. En ligne : https://doi.org/10.1007/s10803-025-06853-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Sensitivity and Expected Change of Commonly Used Social Communication Measures in Longitudinal Research of Young Autistic Children / Kyle STERRETT in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3893-3909 Titre : Sensitivity and Expected Change of Commonly Used Social Communication Measures in Longitudinal Research of Young Autistic Children Type de document : texte imprimé Auteurs : Kyle STERRETT, Auteur ; Maria PIZZANO, Auteur Article en page(s) : p. 3893-3909 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social communication measures used to track change in autistic children have not undergone rigorous psychometric evaluation. There is little data on their expected change or sensitivity to change. Meta-analytic techniques were used to examine sensitivity to change and expected change over time and whether these are influenced by factors like children’s age and the presence of intervention. Pooled effect sizes were generated within measures, rather than within broader constructs. Change over time was small to medium, although there was variability. Most outcomes were not sensitive to change over time. Change in some measures was influenced by child characteristics and methodological characteristics of included studies such as study quality and the method of scoring measures (e.g., using age-equivalents versus standard scores). Tests measuring similar constructs can vary in their expected change, and so care is needed when selecting them. En ligne : https://doi.org/10.1007/s10803-025-06863-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Sensitivity and Expected Change of Commonly Used Social Communication Measures in Longitudinal Research of Young Autistic Children [texte imprimé] / Kyle STERRETT, Auteur ; Maria PIZZANO, Auteur . - p. 3893-3909. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3893-3909 Index. décimale : PER Périodiques Résumé : Social communication measures used to track change in autistic children have not undergone rigorous psychometric evaluation. There is little data on their expected change or sensitivity to change. Meta-analytic techniques were used to examine sensitivity to change and expected change over time and whether these are influenced by factors like children’s age and the presence of intervention. Pooled effect sizes were generated within measures, rather than within broader constructs. Change over time was small to medium, although there was variability. Most outcomes were not sensitive to change over time. Change in some measures was influenced by child characteristics and methodological characteristics of included studies such as study quality and the method of scoring measures (e.g., using age-equivalents versus standard scores). Tests measuring similar constructs can vary in their expected change, and so care is needed when selecting them. En ligne : https://doi.org/10.1007/s10803-025-06863-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Parent-Mediated Interventions for ASD Under 3 Years: A Systematic Review, Meta Analysis, and Moderator Analyses / Xiaoqian ZHAO in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3910-3930 Titre : Parent-Mediated Interventions for ASD Under 3 Years: A Systematic Review, Meta Analysis, and Moderator Analyses Type de document : texte imprimé Auteurs : Xiaoqian ZHAO, Auteur ; Fengyi KUO, Auteur ; Xiangyu CHEN, Auteur ; Dina LI, Auteur ; Hongmei DUAN, Auteur Article en page(s) : p. 3910-3930 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to assess the effectiveness of PMIs for ASD under 3 years, and explore potential moderators influencing the effectiveness through moderator analyses. The study searched five English databases for randomized controlled trials (RCTs). The meta-analysis was conducted using a random-effects model to calculate Hedges’s g. Subgroup analyses and meta regression assessed the effects of potential moderators on PMIs effectiveness, with evidence quality evaluated using GRADE. A total of 31 RCTs were included in the systematic review, with 26 included in the meta-analysis. The results showed a small overall beneficial effect of PMIs on ASD under 3 years (g = 0.20). Small to trivial positive effects were found in several subdomains, including adaptive skills (g = 0.29), parent responsiveness (g = 0.23), parent–child interaction (g = 0.35), social communication (g = 0.18), and symptoms (g =  − 0.22). However, PMIs did not show statistically significant effects on children’s cognitive competence, language, or motor skills domains. Subgroup analysis and meta-regression explored potential moderators, but none significantly influenced the effectiveness of PMIs. The GRADE assessment showed that the certainty of the evidence ranged from moderate to low. This study confirmed that PMIs demonstrate positive effects on children under 3 years old with ASD, and showed beneficial outcomes in most subdomains. However, the evidence was of moderate to low certainty, so these findings should be interpreted with caution. In the future, broader databases and more large-scale, multicenter, high-quality clinical studies are needed to confirm these effects. En ligne : https://doi.org/10.1007/s10803-025-06845-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Parent-Mediated Interventions for ASD Under 3 Years: A Systematic Review, Meta Analysis, and Moderator Analyses [texte imprimé] / Xiaoqian ZHAO, Auteur ; Fengyi KUO, Auteur ; Xiangyu CHEN, Auteur ; Dina LI, Auteur ; Hongmei DUAN, Auteur . - p. 3910-3930. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3910-3930 Index. décimale : PER Périodiques Résumé : This study aimed to assess the effectiveness of PMIs for ASD under 3 years, and explore potential moderators influencing the effectiveness through moderator analyses. The study searched five English databases for randomized controlled trials (RCTs). The meta-analysis was conducted using a random-effects model to calculate Hedges’s g. Subgroup analyses and meta regression assessed the effects of potential moderators on PMIs effectiveness, with evidence quality evaluated using GRADE. A total of 31 RCTs were included in the systematic review, with 26 included in the meta-analysis. The results showed a small overall beneficial effect of PMIs on ASD under 3 years (g = 0.20). Small to trivial positive effects were found in several subdomains, including adaptive skills (g = 0.29), parent responsiveness (g = 0.23), parent–child interaction (g = 0.35), social communication (g = 0.18), and symptoms (g =  − 0.22). However, PMIs did not show statistically significant effects on children’s cognitive competence, language, or motor skills domains. Subgroup analysis and meta-regression explored potential moderators, but none significantly influenced the effectiveness of PMIs. The GRADE assessment showed that the certainty of the evidence ranged from moderate to low. This study confirmed that PMIs demonstrate positive effects on children under 3 years old with ASD, and showed beneficial outcomes in most subdomains. However, the evidence was of moderate to low certainty, so these findings should be interpreted with caution. In the future, broader databases and more large-scale, multicenter, high-quality clinical studies are needed to confirm these effects. En ligne : https://doi.org/10.1007/s10803-025-06845-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Low Battery Alarm; A Scoping Review of Autistic Burnout / Pardis JAHANDIDEH in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3931-3951 Titre : Low Battery Alarm; A Scoping Review of Autistic Burnout Type de document : texte imprimé Auteurs : Pardis JAHANDIDEH, Auteur ; Homa SEYEDMIRZAEI, Auteur ; Pegah RASOULIAN, Auteur ; Amirhossein MEMARI, Auteur Article en page(s) : p. 3931-3951 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic people have long talked about autistic burnout in social media yet there is limited data available in the academic literature, and its definition is still under debate. This scoping review aims to explore the key concepts related to autistic burnout and identify gaps in the current knowledge of this condition. We conducted a comprehensive search across PubMed, Scopus, Embase, Web of Science, and PsycINFO databases to gather data on autistic burnout. The extracted data from 14 included studies fell into six themes, namely Subjective Understanding of Burnout (four subthemes), Burnout Characterization (three subthemes), Evaluation, Co-occurrence and Misidentification, Biological Mechanisms, and Solutions. The Subjective Understanding of Burnout represents the internal point of view (POV) on autistic burnout (experiences and feelings of people who have personally encountered burnout), while the rest fall into the category of external POV (observations or assessments from outside people or experts who observed autistic burnout in affected individuals). Despite the growing literature on autistic burnout, our study reveals several gaps in current knowledge, such as its epidemiology, protective and risk factors, consequences, and educational plans and guidelines to improve awareness and support. Separating findings by the internal and external POVs makes up one of the strengths of this study. En ligne : https://doi.org/10.1007/s10803-025-06860-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Low Battery Alarm; A Scoping Review of Autistic Burnout [texte imprimé] / Pardis JAHANDIDEH, Auteur ; Homa SEYEDMIRZAEI, Auteur ; Pegah RASOULIAN, Auteur ; Amirhossein MEMARI, Auteur . - p. 3931-3951. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3931-3951 Index. décimale : PER Périodiques Résumé : Autistic people have long talked about autistic burnout in social media yet there is limited data available in the academic literature, and its definition is still under debate. This scoping review aims to explore the key concepts related to autistic burnout and identify gaps in the current knowledge of this condition. We conducted a comprehensive search across PubMed, Scopus, Embase, Web of Science, and PsycINFO databases to gather data on autistic burnout. The extracted data from 14 included studies fell into six themes, namely Subjective Understanding of Burnout (four subthemes), Burnout Characterization (three subthemes), Evaluation, Co-occurrence and Misidentification, Biological Mechanisms, and Solutions. The Subjective Understanding of Burnout represents the internal point of view (POV) on autistic burnout (experiences and feelings of people who have personally encountered burnout), while the rest fall into the category of external POV (observations or assessments from outside people or experts who observed autistic burnout in affected individuals). Despite the growing literature on autistic burnout, our study reveals several gaps in current knowledge, such as its epidemiology, protective and risk factors, consequences, and educational plans and guidelines to improve awareness and support. Separating findings by the internal and external POVs makes up one of the strengths of this study. En ligne : https://doi.org/10.1007/s10803-025-06860-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Development and Further Content Validation of the Motivation Assessment Tool for Physical Activity (MATPA) Among Children with Autism Spectrum Disorder / Mi AN in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3952-3969 Titre : Development and Further Content Validation of the Motivation Assessment Tool for Physical Activity (MATPA) Among Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mi AN, Auteur ; Takehiro SASAI, Auteur ; Ryotaro ITO, Auteur ; Mayumi INOUE, Auteur ; Misa KOMAKI, Auteur ; Yusuke KUSANO, Auteur ; Ami TABATA, Auteur ; Farid BARDID, Auteur ; Katie FITTON DAVIES, Auteur ; Lawrence FOWEATHER, Auteur ; Zoe KNOWLES, Auteur ; Simon J. ROBERTS, Auteur ; James RUDD, Auteur ; Toshihiro KATO, Auteur Article en page(s) : p. 3952-3969 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study describes the content validity process, focusing on children, to create and validate a tool for assessing motivation toward out-of-school physical activity (PA) among children with autism spectrum disorder (ASD) aged 6 to 17 years. Additionally, it establishes the eligible verbal communication age range necessary for its application. The initial development and content validity process with external experts is described elsewhere (An et al., 2025 under review). The MAT-PA was iteratively refined during the content validity process with twenty children (two with version 0.1, ten with version 0.2, and eight with version 0.3). Modifications were made based on feedback from children who completed the entire interview. The Vineland Adaptive Behavior Scales, Second Edition (VABS-2), assessed the age-equivalent for daily verbal communication skills required for the MAT-PA. Feedback from the twelve children who completed the entire interview process (two with version 0.1, six with version 0.2, and four with version 0.3) provided evidence supporting the tool’s content validity. Challenges with attention spans and verbal abilities limited full participation from the remaining eight children. Parent-reported VABS-2 scores indicated that the MAT-PA is suitable for children with ASD who have verbal communication skills equivalent to 3-year-olds (receptive) and 6-year-olds (expressive). The MAT-PA is the first tool specifically designed to explore the psychological needs and behavioral regulation of children with ASD, providing evidence of content validity. Future work should focus on improving the tool's reliability for trial integration, exploring its applicability across diverse contexts, and leveraging technology to boost scalability and impact. En ligne : https://doi.org/10.1007/s10803-025-06824-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Development and Further Content Validation of the Motivation Assessment Tool for Physical Activity (MATPA) Among Children with Autism Spectrum Disorder [texte imprimé] / Mi AN, Auteur ; Takehiro SASAI, Auteur ; Ryotaro ITO, Auteur ; Mayumi INOUE, Auteur ; Misa KOMAKI, Auteur ; Yusuke KUSANO, Auteur ; Ami TABATA, Auteur ; Farid BARDID, Auteur ; Katie FITTON DAVIES, Auteur ; Lawrence FOWEATHER, Auteur ; Zoe KNOWLES, Auteur ; Simon J. ROBERTS, Auteur ; James RUDD, Auteur ; Toshihiro KATO, Auteur . - p. 3952-3969. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3952-3969 Index. décimale : PER Périodiques Résumé : This study describes the content validity process, focusing on children, to create and validate a tool for assessing motivation toward out-of-school physical activity (PA) among children with autism spectrum disorder (ASD) aged 6 to 17 years. Additionally, it establishes the eligible verbal communication age range necessary for its application. The initial development and content validity process with external experts is described elsewhere (An et al., 2025 under review). The MAT-PA was iteratively refined during the content validity process with twenty children (two with version 0.1, ten with version 0.2, and eight with version 0.3). Modifications were made based on feedback from children who completed the entire interview. The Vineland Adaptive Behavior Scales, Second Edition (VABS-2), assessed the age-equivalent for daily verbal communication skills required for the MAT-PA. Feedback from the twelve children who completed the entire interview process (two with version 0.1, six with version 0.2, and four with version 0.3) provided evidence supporting the tool’s content validity. Challenges with attention spans and verbal abilities limited full participation from the remaining eight children. Parent-reported VABS-2 scores indicated that the MAT-PA is suitable for children with ASD who have verbal communication skills equivalent to 3-year-olds (receptive) and 6-year-olds (expressive). The MAT-PA is the first tool specifically designed to explore the psychological needs and behavioral regulation of children with ASD, providing evidence of content validity. Future work should focus on improving the tool's reliability for trial integration, exploring its applicability across diverse contexts, and leveraging technology to boost scalability and impact. En ligne : https://doi.org/10.1007/s10803-025-06824-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

‘Being Autistic is Kind of Who You Are, It’s an Identity Rather than a Disorder’: Identity Negotiation and Construction Among Autistic Adults Diagnosed in Later Life / Kate BRANSGROVE in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3970-3987 Titre : ‘Being Autistic is Kind of Who You Are, It’s an Identity Rather than a Disorder’: Identity Negotiation and Construction Among Autistic Adults Diagnosed in Later Life Type de document : texte imprimé Auteurs : Kate BRANSGROVE, Auteur ; Gabriella KARAKAS, Auteur Article en page(s) : p. 3970-3987 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study is to address the gap in research concerning how identity is constructed and negotiated among individuals diagnosed with autism later in life. With the increasing number of adult autism diagnoses, it is crucial to understand the identity formulation process in these individuals to mitigate potential long-term impacts on mental health, well-being, and the acceptance of their autistic identity. This study employed a qualitative approach, involving eight autistic individuals who were diagnosed later in life. The participants’ experiences, understandings, and unique support needs were explored to gain insights into their identity development. Thematic analysis was utilized to identify recurring themes in the data, leading to the creation of a new identity framework. This framework was compared against the Cognitive Adaptation Model (1983), a widely used identity framework, to assess its relevance. The analysis identified significant themes, including the roles of social, formal, media, and peer support, in aiding late-diagnosed autistic individuals to embrace their autistic identity. The newly developed identity framework outlines the stages of identity development that these individuals experience post-diagnosis, highlighting the importance of various support systems in their journey. This study contributes to a deeper understanding of the identity formulation process in late-diagnosed autistic individuals, offering valuable insights for practitioners, mental health organizations, policymakers, and the general public. By promoting awareness of the unique identity development and support needs of this population, the study aims to improve services and support systems, ultimately helping late-diagnosed autistic individuals better accept and integrate their autistic identity. En ligne : https://doi.org/10.1007/s10803-025-06865-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] ‘Being Autistic is Kind of Who You Are, It’s an Identity Rather than a Disorder’: Identity Negotiation and Construction Among Autistic Adults Diagnosed in Later Life [texte imprimé] / Kate BRANSGROVE, Auteur ; Gabriella KARAKAS, Auteur . - p. 3970-3987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3970-3987 Index. décimale : PER Périodiques Résumé : The purpose of this study is to address the gap in research concerning how identity is constructed and negotiated among individuals diagnosed with autism later in life. With the increasing number of adult autism diagnoses, it is crucial to understand the identity formulation process in these individuals to mitigate potential long-term impacts on mental health, well-being, and the acceptance of their autistic identity. This study employed a qualitative approach, involving eight autistic individuals who were diagnosed later in life. The participants’ experiences, understandings, and unique support needs were explored to gain insights into their identity development. Thematic analysis was utilized to identify recurring themes in the data, leading to the creation of a new identity framework. This framework was compared against the Cognitive Adaptation Model (1983), a widely used identity framework, to assess its relevance. The analysis identified significant themes, including the roles of social, formal, media, and peer support, in aiding late-diagnosed autistic individuals to embrace their autistic identity. The newly developed identity framework outlines the stages of identity development that these individuals experience post-diagnosis, highlighting the importance of various support systems in their journey. This study contributes to a deeper understanding of the identity formulation process in late-diagnosed autistic individuals, offering valuable insights for practitioners, mental health organizations, policymakers, and the general public. By promoting awareness of the unique identity development and support needs of this population, the study aims to improve services and support systems, ultimately helping late-diagnosed autistic individuals better accept and integrate their autistic identity. En ligne : https://doi.org/10.1007/s10803-025-06865-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Co-occurring Conditions and Quality of Life in Autistic Children Attending General Education or Special Education Schools / Chantal VAN DEN HELDER in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3988-4000 Titre : Co-occurring Conditions and Quality of Life in Autistic Children Attending General Education or Special Education Schools Type de document : texte imprimé Auteurs : Chantal VAN DEN HELDER, Auteur ; Rachel PLAK, Auteur ; Sander BEGEER, Auteur ; Martijn MEETER, Auteur Article en page(s) : p. 3988-4000 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A majority of children with autism is diagnosed with one or more co-occurring mental health conditions. We aimed to explore how co-occurring conditions and Quality of Life differ between school types (general education vs. special education schools), and whether co-occurring conditions were subject to the same trends over time for the two school types. Secondary, we aimed to analyze associations with child characteristics. Repeated cross- sectional data from 2013 to 2022 on children with autism (N = 1534,aged 5–15 years) in the Netherlands were used. Across school types, we showed a decrease in externalizing and language-learning conditions over time. Language-learning conditions became more concentrated in special education schools. Hyperactivity-inattention difficulties remained stable, emotional difficulties decreased and behavioral difficulties increased. Compared to those in general education, children in special education schools faced more behavioral and hyperactivity-inattention challenges. School type, duration of the study, externalizing, internalizing and language-learning conditions were all unrelated to QoL. Autistic girls experienced more behavioral difficulties compared to boys with autism. In conclusion, children with autism in special education schools experience similar QoL, but have more (severe) co-occurring conditions than those attending general education. En ligne : https://doi.org/10.1007/s10803-025-06839-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Co-occurring Conditions and Quality of Life in Autistic Children Attending General Education or Special Education Schools [texte imprimé] / Chantal VAN DEN HELDER, Auteur ; Rachel PLAK, Auteur ; Sander BEGEER, Auteur ; Martijn MEETER, Auteur . - p. 3988-4000. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 3988-4000 Index. décimale : PER Périodiques Résumé : A majority of children with autism is diagnosed with one or more co-occurring mental health conditions. We aimed to explore how co-occurring conditions and Quality of Life differ between school types (general education vs. special education schools), and whether co-occurring conditions were subject to the same trends over time for the two school types. Secondary, we aimed to analyze associations with child characteristics. Repeated cross- sectional data from 2013 to 2022 on children with autism (N = 1534,aged 5–15 years) in the Netherlands were used. Across school types, we showed a decrease in externalizing and language-learning conditions over time. Language-learning conditions became more concentrated in special education schools. Hyperactivity-inattention difficulties remained stable, emotional difficulties decreased and behavioral difficulties increased. Compared to those in general education, children in special education schools faced more behavioral and hyperactivity-inattention challenges. School type, duration of the study, externalizing, internalizing and language-learning conditions were all unrelated to QoL. Autistic girls experienced more behavioral difficulties compared to boys with autism. In conclusion, children with autism in special education schools experience similar QoL, but have more (severe) co-occurring conditions than those attending general education. En ligne : https://doi.org/10.1007/s10803-025-06839-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Associations of Down Syndrome with Autism Spectrum Disorder and Attention Deficit/ Hyperactivity Disorder Among Children and Adolescents / Xin WANG in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4001-4009 Titre : Associations of Down Syndrome with Autism Spectrum Disorder and Attention Deficit/ Hyperactivity Disorder Among Children and Adolescents Type de document : texte imprimé Auteurs : Xin WANG, Auteur ; Chunhua WANG, Auteur ; Lizi LIN, Auteur ; Wei BAO, Auteur ; Buyun LIU, Auteur ; Baihua LIN, Auteur ; Lijie ZHANG, Auteur ; Guifeng XU, Auteur Article en page(s) : p. 4001-4009 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Down syndrome (DS) are more likely to be diagnosed with co-existing conditions, such as autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). However, the correlation has not been fully delineated to date. Our study aimed to examine the associations of DS with ASD and ADHD in children and adolescents using a national population-based database. In this cross-sectional study, we included a total of 214,300 children aged 3–17 years from the National Health Interview Survey. Physician-diagnosed DS, ASD and ADHD were reported during an in-person household interview. Logistic regression with survey sampling weights was used to estimate the odds ratios (ORs) of ASD and ADHD, along with 95% confidence intervals (CIs). Among the 214,300 children, 329 were identified as having DS. Among those, 21 children were diagnosed with ASD, 48 with ADHD, and 6 exhibited co-existing ASD and ADHD. After adjusting for demographic factors, compared to those without DS, the ORs of ASD, ADHD and the co-occurrence of ASD and ADHD in children with DS were 5.40 (95% CI: 3.04–9.59), 1.72 (95% CI: 1.17–2.53), and 3.45(95% CI:1.29–9.20), respectively. Stratified analysis revealed that significant associations of DS with ASD and ADHD were detected for both male and female, but an interaction effect was only observed between sex and ASD (P < 0.001). Our study confirmed that children with DS are more likely to have comorbidities of ASD and ADHD than the general population, and these comorbidities may vary by sex. En ligne : https://doi.org/10.1007/s10803-025-06834-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Associations of Down Syndrome with Autism Spectrum Disorder and Attention Deficit/ Hyperactivity Disorder Among Children and Adolescents [texte imprimé] / Xin WANG, Auteur ; Chunhua WANG, Auteur ; Lizi LIN, Auteur ; Wei BAO, Auteur ; Buyun LIU, Auteur ; Baihua LIN, Auteur ; Lijie ZHANG, Auteur ; Guifeng XU, Auteur . - p. 4001-4009. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4001-4009 Index. décimale : PER Périodiques Résumé : Children with Down syndrome (DS) are more likely to be diagnosed with co-existing conditions, such as autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). However, the correlation has not been fully delineated to date. Our study aimed to examine the associations of DS with ASD and ADHD in children and adolescents using a national population-based database. In this cross-sectional study, we included a total of 214,300 children aged 3–17 years from the National Health Interview Survey. Physician-diagnosed DS, ASD and ADHD were reported during an in-person household interview. Logistic regression with survey sampling weights was used to estimate the odds ratios (ORs) of ASD and ADHD, along with 95% confidence intervals (CIs). Among the 214,300 children, 329 were identified as having DS. Among those, 21 children were diagnosed with ASD, 48 with ADHD, and 6 exhibited co-existing ASD and ADHD. After adjusting for demographic factors, compared to those without DS, the ORs of ASD, ADHD and the co-occurrence of ASD and ADHD in children with DS were 5.40 (95% CI: 3.04–9.59), 1.72 (95% CI: 1.17–2.53), and 3.45(95% CI:1.29–9.20), respectively. Stratified analysis revealed that significant associations of DS with ASD and ADHD were detected for both male and female, but an interaction effect was only observed between sex and ASD (P < 0.001). Our study confirmed that children with DS are more likely to have comorbidities of ASD and ADHD than the general population, and these comorbidities may vary by sex. En ligne : https://doi.org/10.1007/s10803-025-06834-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Chronic Physical Pain in Children With and Without Autism Spectrum Disorder in the United States: Findings from the 2016 – 2021 National Survey of Children’s Health / Qianyi XIE in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4010-4024 Titre : Chronic Physical Pain in Children With and Without Autism Spectrum Disorder in the United States: Findings from the 2016 – 2021 National Survey of Children’s Health Type de document : texte imprimé Auteurs : Qianyi XIE, Auteur ; Ning PAN, Auteur ; Xiaoxuan OU, Auteur ; Shuli SHEN, Auteur ; Jin JING, Auteur ; Xuchu WENG, Auteur ; Lei SHI, Auteur ; Lizi LIN, Auteur ; Jiaze YANG, Auteur ; Xiangpeng LI, Auteur ; Kai ZHANG, Auteur ; Fangfang CHEN, Auteur ; Yujie WANG, Auteur ; Jinqing WU, Auteur ; Xin WANG, Auteur Article en page(s) : p. 4010-4024 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have long been reported to exhibit atypical pain experiences. Chronic physical pain is a significant comorbidity in ASD, leading to substantial burdens on daily functioning and quality of life. This study aims to examine the potential associations between ASD and chronic physical pain, including its specific types. The study used data on chronic physical pain and headaches from the 2016 – 2021 National Survey of Children’s Health. Participants were children aged 3 to 17 years old. Generalized linear models were used to estimate the associations between ASD and pain-related indicators (e.g., chronic physical pain, headaches, and other back or body pain). The study included 177,539 children, of whom 5311 had a current ASD diagnosis. Among children with current ASD, 14.41% experienced chronic physical pain, with 4.86% reporting headaches and 9.56% reporting other back or body pain. Compared to those without, children with current ASD had higher odds of chronic physical pain [odds ratio (OR) = 1.76, 95% confidence interval (CI): 1.40 – 2.21]. Notably, the odds of headaches (OR = 1.78, 95% CI: 1.33 – 2.38) were higher than the odds of other back or body pain (OR = 1.62, 95% CI: 1.20 – 2.19). Children with current ASD were more likely to experience chronic physical pain than those without. This trend is more pronounced in headaches compared to other back or body pain. Our findings highlight the importance of prioritizing pain management in children with ASD through thorough physical assessments. En ligne : https://doi.org/10.1007/s10803-025-06846-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Chronic Physical Pain in Children With and Without Autism Spectrum Disorder in the United States: Findings from the 2016 – 2021 National Survey of Children’s Health [texte imprimé] / Qianyi XIE, Auteur ; Ning PAN, Auteur ; Xiaoxuan OU, Auteur ; Shuli SHEN, Auteur ; Jin JING, Auteur ; Xuchu WENG, Auteur ; Lei SHI, Auteur ; Lizi LIN, Auteur ; Jiaze YANG, Auteur ; Xiangpeng LI, Auteur ; Kai ZHANG, Auteur ; Fangfang CHEN, Auteur ; Yujie WANG, Auteur ; Jinqing WU, Auteur ; Xin WANG, Auteur . - p. 4010-4024. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4010-4024 Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have long been reported to exhibit atypical pain experiences. Chronic physical pain is a significant comorbidity in ASD, leading to substantial burdens on daily functioning and quality of life. This study aims to examine the potential associations between ASD and chronic physical pain, including its specific types. The study used data on chronic physical pain and headaches from the 2016 – 2021 National Survey of Children’s Health. Participants were children aged 3 to 17 years old. Generalized linear models were used to estimate the associations between ASD and pain-related indicators (e.g., chronic physical pain, headaches, and other back or body pain). The study included 177,539 children, of whom 5311 had a current ASD diagnosis. Among children with current ASD, 14.41% experienced chronic physical pain, with 4.86% reporting headaches and 9.56% reporting other back or body pain. Compared to those without, children with current ASD had higher odds of chronic physical pain [odds ratio (OR) = 1.76, 95% confidence interval (CI): 1.40 – 2.21]. Notably, the odds of headaches (OR = 1.78, 95% CI: 1.33 – 2.38) were higher than the odds of other back or body pain (OR = 1.62, 95% CI: 1.20 – 2.19). Children with current ASD were more likely to experience chronic physical pain than those without. This trend is more pronounced in headaches compared to other back or body pain. Our findings highlight the importance of prioritizing pain management in children with ASD through thorough physical assessments. En ligne : https://doi.org/10.1007/s10803-025-06846-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Catatonia in Autistic Adults in a Tertiary Inpatient and Outpatient Neurodevelopmental Service: A Retrospective Review / Syeda HASAN in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4025-4034 Titre : Catatonia in Autistic Adults in a Tertiary Inpatient and Outpatient Neurodevelopmental Service: A Retrospective Review Type de document : texte imprimé Auteurs : Syeda HASAN, Auteur ; Pushpal DESARKAR, Auteur ; Yona LUNSKY, Auteur ; Anupam THAKUR, Auteur Article en page(s) : p. 4025-4034 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome that affects movement, speech and behaviours, in varying degrees of severity. There is an increasing research interest in catatonia in autistic adults. Bulk of the studies are in children and youth, and few have reported on clinical presentation and treatment outcomes of catatonia in autistic adults. The aim of the study is to determine the prevalence, clinical characteristics and treatment outcomes for catatonia in adults with autism spectrum disorder in a tertiary neurodevelopmental service. This retrospective chart review was carried out to identify autistic adults presenting with catatonic symptoms. Wing and Shah criteria for catatonia were used for confirmation of the diagnosis. Out of 143 individuals with a confirmed diagnosis of autism spectrum disorder, sixteen (11.1%) of them were identified to have catatonic symptoms and co-occurring intellectual disability Commonly reported catatonic symptoms included difficulties in initiating actions (n = 16), posturing (n = 14), freezing (n = 6), and reduced motor movements (n = 16). Eleven (11) of them responded rapidly to lorazepam (dose range 6 mg– 24 mg). One participant received ECT with full improvement in catatonic symptoms, and two declined. The prevalence rate of catatonia (11.1%) in autistic adults in the tertiary neurodevelopmental service, a specialized setting, is similar to previous studies. Most study participants showed complete resolution of symptoms with a combination of high dosages of benzodiazepines and psychosocial interventions. Use of specific tools for diagnosis of catatonia in autism spectrum disorder, such as Wing and Shah’s criteria, can help with diagnostic accuracy. En ligne : https://doi.org/10.1007/s10803-025-06837-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Catatonia in Autistic Adults in a Tertiary Inpatient and Outpatient Neurodevelopmental Service: A Retrospective Review [texte imprimé] / Syeda HASAN, Auteur ; Pushpal DESARKAR, Auteur ; Yona LUNSKY, Auteur ; Anupam THAKUR, Auteur . - p. 4025-4034. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4025-4034 Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome that affects movement, speech and behaviours, in varying degrees of severity. There is an increasing research interest in catatonia in autistic adults. Bulk of the studies are in children and youth, and few have reported on clinical presentation and treatment outcomes of catatonia in autistic adults. The aim of the study is to determine the prevalence, clinical characteristics and treatment outcomes for catatonia in adults with autism spectrum disorder in a tertiary neurodevelopmental service. This retrospective chart review was carried out to identify autistic adults presenting with catatonic symptoms. Wing and Shah criteria for catatonia were used for confirmation of the diagnosis. Out of 143 individuals with a confirmed diagnosis of autism spectrum disorder, sixteen (11.1%) of them were identified to have catatonic symptoms and co-occurring intellectual disability Commonly reported catatonic symptoms included difficulties in initiating actions (n = 16), posturing (n = 14), freezing (n = 6), and reduced motor movements (n = 16). Eleven (11) of them responded rapidly to lorazepam (dose range 6 mg– 24 mg). One participant received ECT with full improvement in catatonic symptoms, and two declined. The prevalence rate of catatonia (11.1%) in autistic adults in the tertiary neurodevelopmental service, a specialized setting, is similar to previous studies. Most study participants showed complete resolution of symptoms with a combination of high dosages of benzodiazepines and psychosocial interventions. Use of specific tools for diagnosis of catatonia in autism spectrum disorder, such as Wing and Shah’s criteria, can help with diagnostic accuracy. En ligne : https://doi.org/10.1007/s10803-025-06837-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Autism and Dementia: A Summative Report from the 2nd International Summit on Intellectual Disabilities and Dementia / M. P. JANICKI in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4035-4046 Titre : Autism and Dementia: A Summative Report from the 2nd International Summit on Intellectual Disabilities and Dementia Type de document : texte imprimé Auteurs : M. P. JANICKI, Auteur ; P. MCCALLION, Auteur ; N. JOKINEN, Auteur ; F. K. LARSEN, Auteur ; D. MUGHAL, Auteur ; V. PALANISAMY, Auteur ; F. SANTOS, Auteur ; K. SERVICE, Auteur ; A. SHIH, Auteur ; S. SHOOSHTARI, Auteur ; A. THAKUR, Auteur ; G. TIZIANO, Auteur ; K. WATCHMAN, Auteur Article en page(s) : p. 4035-4046 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article synthesizes findings, from the Autism/Dementia Work Group of the 2nd International Summit on Intellectual Disabilities and Dementia, on the nature of autism/autism spectrum disorder and later-age neuropathologies, particularly dementia. The convened group of experts explored genetic, neurobiological, and environmental risk factors that may affect the lifespan and lived experiences of older adults with autism. A review of current literature indicates a lack of comprehensive information on the demographics and factors associated with aging in autistic adults. However, our understanding of autism is evolving, challenging traditional views of it as a static, inherited neurodevelopmental disorder. The relationship between autism and other neurodevelopmental conditions—such as Down syndrome, fragile X syndrome, and tuberous sclerosis complex—reflects the complex genetic landscape of neurodevelopmental disorders. These genetic and familial factors may contribute to progressive health challenges and cognitive decline in later life. Key findings reveal a complex link between autism and dementia, despite limited research on this relationship, particularly among older adults. The overall prevalence of dementia in this population appears to be influenced by co-occurring intellectual disabilities, particularly Down syndrome. While the association between autism and specific types of dementia is still not well understood, the reviewed evidence suggests a notable connection with frontotemporal dementia, although causality has not been established. Exploration of biomarkers may offer further insights. Currently, the relationship between autism, cognitive health, and cognitive decline in older adults remains a complex and underexplored area of research. En ligne : https://doi.org/10.1007/s10803-025-06843-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Autism and Dementia: A Summative Report from the 2nd International Summit on Intellectual Disabilities and Dementia [texte imprimé] / M. P. JANICKI, Auteur ; P. MCCALLION, Auteur ; N. JOKINEN, Auteur ; F. K. LARSEN, Auteur ; D. MUGHAL, Auteur ; V. PALANISAMY, Auteur ; F. SANTOS, Auteur ; K. SERVICE, Auteur ; A. SHIH, Auteur ; S. SHOOSHTARI, Auteur ; A. THAKUR, Auteur ; G. TIZIANO, Auteur ; K. WATCHMAN, Auteur . - p. 4035-4046. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4035-4046 Index. décimale : PER Périodiques Résumé : This article synthesizes findings, from the Autism/Dementia Work Group of the 2nd International Summit on Intellectual Disabilities and Dementia, on the nature of autism/autism spectrum disorder and later-age neuropathologies, particularly dementia. The convened group of experts explored genetic, neurobiological, and environmental risk factors that may affect the lifespan and lived experiences of older adults with autism. A review of current literature indicates a lack of comprehensive information on the demographics and factors associated with aging in autistic adults. However, our understanding of autism is evolving, challenging traditional views of it as a static, inherited neurodevelopmental disorder. The relationship between autism and other neurodevelopmental conditions—such as Down syndrome, fragile X syndrome, and tuberous sclerosis complex—reflects the complex genetic landscape of neurodevelopmental disorders. These genetic and familial factors may contribute to progressive health challenges and cognitive decline in later life. Key findings reveal a complex link between autism and dementia, despite limited research on this relationship, particularly among older adults. The overall prevalence of dementia in this population appears to be influenced by co-occurring intellectual disabilities, particularly Down syndrome. While the association between autism and specific types of dementia is still not well understood, the reviewed evidence suggests a notable connection with frontotemporal dementia, although causality has not been established. Exploration of biomarkers may offer further insights. Currently, the relationship between autism, cognitive health, and cognitive decline in older adults remains a complex and underexplored area of research. En ligne : https://doi.org/10.1007/s10803-025-06843-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Systematic Review of Symptoms of Catatonia in Autism Spectrum Disorder / Syeda HASAN in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4047-4060 Titre : Systematic Review of Symptoms of Catatonia in Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Syeda HASAN, Auteur ; Irshad HUSSAIN, Auteur ; Laura CHADWICK, Auteur ; Rachel MOIR, Auteur ; Ameera IQBAL, Auteur ; Rohan MORRIS, Auteur ; Dipti PATIL, Auteur Article en page(s) : p. 4047-4060 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Catatonia is a complex neuropsychiatric syndrome characterized by disturbances in mood, motor function, behavior and speech. It is increasingly recognized in individuals with autism spectrum disorder (ASD), although its identification remains challenging due to the overlapping clinical features of the two conditions. Shared characteristics, such as echophenomena, mannerisms, social indifference and repetitive behaviors can obscure accurate diagnosis. Although reports suggest a significant prevalence of catatonia among individuals with ASD, the condition remains poorly understood and frequently under recognized, leading to substantial diagnostic and treatment challenges. A systematic review was conducted to characterize the symptoms of catatonia in individuals with ASD. The literature search included peer-reviewed journal articles published in English from 1980 onward, focusing on studies examining co-occurring catatonia and ASD. A qualitative framework analysis was implemented to evaluate 45 peer-reviewed studies, with findings interpreted in relation to, and extending beyond, the diagnostic criteria for catatonia outlined in the International Classification of Diseases, 11th revision (ICD-11). The objective was to identify symptom patterns extending beyond current diagnostic frameworks and to support improved clinical recognition and diagnostic precision in ASD populations. The review identified six primary symptom clusters associated with catatonia in individuals with ASD: (1) psychomotor activity, (2) speech disturbances, (3) changes in behavior/skills/functions, (4) mental health symptoms, (5) physiological symptoms, and (6) symptoms related to arousal and awareness. Notably, several symptoms observed within these clusters are not currently included in the ICD-11 diagnostic criteria for catatonia. These additional symptoms include tics, motor compliance, incoherent speech, self-injury, impaired cognition, and appetite changes, suggesting a broader clinical presentation of catatonia in ASD populations than is presently captured in existing diagnostic frameworks. The findings of this review highlight the significance of enhancing clinicians’ awareness and understanding of how catatonia manifests in individuals with ASD. Most notably, six symptom clusters, psychomotor changes, speech disturbances, behavioral and functional regression, affective and psychiatric symptoms, physiological symptoms, and arousal/awareness disturbances, were observed. Several symptoms identified in this review are not included in the current diagnostic criteria, and their recognition may facilitate in earlier identification and timely intervention, potentially preventing the severe consequences of untreated catatonia in this population. En ligne : https://doi.org/10.1007/s10803-025-06855-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Systematic Review of Symptoms of Catatonia in Autism Spectrum Disorder [texte imprimé] / Syeda HASAN, Auteur ; Irshad HUSSAIN, Auteur ; Laura CHADWICK, Auteur ; Rachel MOIR, Auteur ; Ameera IQBAL, Auteur ; Rohan MORRIS, Auteur ; Dipti PATIL, Auteur . - p. 4047-4060. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4047-4060 Index. décimale : PER Périodiques Résumé : Catatonia is a complex neuropsychiatric syndrome characterized by disturbances in mood, motor function, behavior and speech. It is increasingly recognized in individuals with autism spectrum disorder (ASD), although its identification remains challenging due to the overlapping clinical features of the two conditions. Shared characteristics, such as echophenomena, mannerisms, social indifference and repetitive behaviors can obscure accurate diagnosis. Although reports suggest a significant prevalence of catatonia among individuals with ASD, the condition remains poorly understood and frequently under recognized, leading to substantial diagnostic and treatment challenges. A systematic review was conducted to characterize the symptoms of catatonia in individuals with ASD. The literature search included peer-reviewed journal articles published in English from 1980 onward, focusing on studies examining co-occurring catatonia and ASD. A qualitative framework analysis was implemented to evaluate 45 peer-reviewed studies, with findings interpreted in relation to, and extending beyond, the diagnostic criteria for catatonia outlined in the International Classification of Diseases, 11th revision (ICD-11). The objective was to identify symptom patterns extending beyond current diagnostic frameworks and to support improved clinical recognition and diagnostic precision in ASD populations. The review identified six primary symptom clusters associated with catatonia in individuals with ASD: (1) psychomotor activity, (2) speech disturbances, (3) changes in behavior/skills/functions, (4) mental health symptoms, (5) physiological symptoms, and (6) symptoms related to arousal and awareness. Notably, several symptoms observed within these clusters are not currently included in the ICD-11 diagnostic criteria for catatonia. These additional symptoms include tics, motor compliance, incoherent speech, self-injury, impaired cognition, and appetite changes, suggesting a broader clinical presentation of catatonia in ASD populations than is presently captured in existing diagnostic frameworks. The findings of this review highlight the significance of enhancing clinicians’ awareness and understanding of how catatonia manifests in individuals with ASD. Most notably, six symptom clusters, psychomotor changes, speech disturbances, behavioral and functional regression, affective and psychiatric symptoms, physiological symptoms, and arousal/awareness disturbances, were observed. Several symptoms identified in this review are not included in the current diagnostic criteria, and their recognition may facilitate in earlier identification and timely intervention, potentially preventing the severe consequences of untreated catatonia in this population. En ligne : https://doi.org/10.1007/s10803-025-06855-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Autism Predicts Performance on iPad-Administered Tests of Executive Functioning in Preschoolers in Mainland China / Vanessa ZHOU in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4061-4075 Titre : Autism Predicts Performance on iPad-Administered Tests of Executive Functioning in Preschoolers in Mainland China Type de document : texte imprimé Auteurs : Vanessa ZHOU, Auteur ; Jingyu XU, Auteur ; Xue LI, Auteur Article en page(s) : p. 4061-4075 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate whether autism diagnostic status (versus neurotypical status) predicts performances on iPad-delivered measures of executive functioning (EF) in mainland Chinese preschoolers. The present study included 21 autistic preschoolers and 28 age- and gender-matched neurotypical preschoolers aged 3–6 years old. Participants were administered tests of visuospatial working memory, inhibitory control, and cognitive flexibility using the Early Years Toolbox. Results showed that autism predicted poorer performances on tests of working memory, inhibitory control, and cognitive flexibility in Chinese preschoolers. This study provides support for difficulties with visuospatial working memory, inhibitory control, and cognitive flexibility in autistic preschoolers in mainland China. En ligne : https://doi.org/10.1007/s10803-025-06854-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Autism Predicts Performance on iPad-Administered Tests of Executive Functioning in Preschoolers in Mainland China [texte imprimé] / Vanessa ZHOU, Auteur ; Jingyu XU, Auteur ; Xue LI, Auteur . - p. 4061-4075. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4061-4075 Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate whether autism diagnostic status (versus neurotypical status) predicts performances on iPad-delivered measures of executive functioning (EF) in mainland Chinese preschoolers. The present study included 21 autistic preschoolers and 28 age- and gender-matched neurotypical preschoolers aged 3–6 years old. Participants were administered tests of visuospatial working memory, inhibitory control, and cognitive flexibility using the Early Years Toolbox. Results showed that autism predicted poorer performances on tests of working memory, inhibitory control, and cognitive flexibility in Chinese preschoolers. This study provides support for difficulties with visuospatial working memory, inhibitory control, and cognitive flexibility in autistic preschoolers in mainland China. En ligne : https://doi.org/10.1007/s10803-025-06854-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Mixed Methods Findings from a Stepped Wedge Hybrid Implementation Trial of ATTAIN NAV: A Mental Health Family Navigation Intervention for Autistic Youth / Nicole A. STADNICK in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4076-4091 Titre : Mixed Methods Findings from a Stepped Wedge Hybrid Implementation Trial of ATTAIN NAV: A Mental Health Family Navigation Intervention for Autistic Youth Type de document : texte imprimé Auteurs : Nicole A. STADNICK, Auteur ; Kassandra MARTINEZ, Auteur ; Felice NAVARRO, Auteur ; Pollyanna GOMEZ-PATINO, Auteur ; Kimberly HOLMQUIST, Auteur ; Sonya NEGRIFF, Auteur ; Scott ROESCH, Auteur ; Isaac BOUCHARD, Auteur ; Sara WALPOLE, Auteur ; Romina ESPINOSA, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Miya BARNETT, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p. 4076-4091 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : ATTAIN NAV (Access to Tailored Autism Integrated Care through Family Navigation) was delivered by family navigators to promote access to and engagement with mental health services for school-age autistic youth. This study used a mixed method, stepped wedge design to test the effects of family navigation on service and clinical outcomes while gathering information on implementation. Primary care providers from six clinics in California and 56 caregiver-child dyads enrolled in and completed the study. Clinics were randomized to either a technology-enhanced or standard family navigation condition. Caregivers completed assessments at baseline and post about child, family and services outcomes, and a subset participated in a post qualitative interview. Quantitative findings demonstrated improvements in child challenging behavior and parent activation across conditions although these improvements were more pronounced for families in the standard FN condition. At post-intervention, families in the standard FN condition reported higher levels of navigation satisfaction, a shorter time to attend their first mental health appointment, and higher engagement with their navigator. Qualitative findings complemented and expanded the quantitative survey findings. The ATTAIN NAV model of family navigation for autistic children with co-occurring mental health needs demonstrates promising implementation, service, and clinical benefits. Clinical Trials Registration. NCT05344378. En ligne : https://doi.org/10.1007/s10803-025-06851-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Mixed Methods Findings from a Stepped Wedge Hybrid Implementation Trial of ATTAIN NAV: A Mental Health Family Navigation Intervention for Autistic Youth [texte imprimé] / Nicole A. STADNICK, Auteur ; Kassandra MARTINEZ, Auteur ; Felice NAVARRO, Auteur ; Pollyanna GOMEZ-PATINO, Auteur ; Kimberly HOLMQUIST, Auteur ; Sonya NEGRIFF, Auteur ; Scott ROESCH, Auteur ; Isaac BOUCHARD, Auteur ; Sara WALPOLE, Auteur ; Romina ESPINOSA, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Miya BARNETT, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p. 4076-4091. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4076-4091 Index. décimale : PER Périodiques Résumé : ATTAIN NAV (Access to Tailored Autism Integrated Care through Family Navigation) was delivered by family navigators to promote access to and engagement with mental health services for school-age autistic youth. This study used a mixed method, stepped wedge design to test the effects of family navigation on service and clinical outcomes while gathering information on implementation. Primary care providers from six clinics in California and 56 caregiver-child dyads enrolled in and completed the study. Clinics were randomized to either a technology-enhanced or standard family navigation condition. Caregivers completed assessments at baseline and post about child, family and services outcomes, and a subset participated in a post qualitative interview. Quantitative findings demonstrated improvements in child challenging behavior and parent activation across conditions although these improvements were more pronounced for families in the standard FN condition. At post-intervention, families in the standard FN condition reported higher levels of navigation satisfaction, a shorter time to attend their first mental health appointment, and higher engagement with their navigator. Qualitative findings complemented and expanded the quantitative survey findings. The ATTAIN NAV model of family navigation for autistic children with co-occurring mental health needs demonstrates promising implementation, service, and clinical benefits. Clinical Trials Registration. NCT05344378. En ligne : https://doi.org/10.1007/s10803-025-06851-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study / Fernanda ESQUEDA VILLEGAS in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4092-4106 Titre : First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study Type de document : texte imprimé Auteurs : Fernanda ESQUEDA VILLEGAS, Auteur ; Steffie VAN DER STEEN, Auteur ; Alexander MINNAERT, Auteur Article en page(s) : p. 4092-4106 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Opportunities for children and adolescents to share their views in society and research remain scarce, especially in terms of their first-hand learning experiences. This problem extends to autism research, where the voices of autistic people are under-represented. Therefore, this study investigated the classroom experiences of autistic students in mainstream secondary schools in the Netherlands and Mexico, focusing on their perceptions of teachers’ autonomy-support, structure, involvement and classroom interactions. Using video-stimulated recall (VSR) interviews, we recorded 13 students’ thoughts and emotional reactions while viewing two of their videotaped lessons. The data were analyzed qualitatively using both deductive and inductive approaches to provide a narrative of the aspects that autistic students reported affected their learning. Autistic learners had varied reactions to autonomy support, but they all valued different types of structure provided by their teachers, which increased their confidence in achieving goals (i.e. completing a task) and provided a sense of mastery. In particular, fear of making mistakes, especially due to negative reactions from classmates, was a recurring problem for autistic students. Teachers who were approachable, understanding and supportive made a significant difference for these students. Finally, autistic participants relied on both the teacher and peer interactions to gain clarity on tasks and move forward. Our findings highlight fundamental issues that all secondary school teachers could consider in their daily practice. We propose that VSR method can serve as a solid basis for conducting interviews with autistic youth and move towards a more inclusive approach in autism research. En ligne : https://doi.org/10.1007/s10803-025-06861-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A Video-Stimulated Recall (Interview) Study [texte imprimé] / Fernanda ESQUEDA VILLEGAS, Auteur ; Steffie VAN DER STEEN, Auteur ; Alexander MINNAERT, Auteur . - p. 4092-4106. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4092-4106 Index. décimale : PER Périodiques Résumé : Opportunities for children and adolescents to share their views in society and research remain scarce, especially in terms of their first-hand learning experiences. This problem extends to autism research, where the voices of autistic people are under-represented. Therefore, this study investigated the classroom experiences of autistic students in mainstream secondary schools in the Netherlands and Mexico, focusing on their perceptions of teachers’ autonomy-support, structure, involvement and classroom interactions. Using video-stimulated recall (VSR) interviews, we recorded 13 students’ thoughts and emotional reactions while viewing two of their videotaped lessons. The data were analyzed qualitatively using both deductive and inductive approaches to provide a narrative of the aspects that autistic students reported affected their learning. Autistic learners had varied reactions to autonomy support, but they all valued different types of structure provided by their teachers, which increased their confidence in achieving goals (i.e. completing a task) and provided a sense of mastery. In particular, fear of making mistakes, especially due to negative reactions from classmates, was a recurring problem for autistic students. Teachers who were approachable, understanding and supportive made a significant difference for these students. Finally, autistic participants relied on both the teacher and peer interactions to gain clarity on tasks and move forward. Our findings highlight fundamental issues that all secondary school teachers could consider in their daily practice. We propose that VSR method can serve as a solid basis for conducting interviews with autistic youth and move towards a more inclusive approach in autism research. En ligne : https://doi.org/10.1007/s10803-025-06861-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Social and Emotional Competencies of Children with Autism Spectrum Disorder and/or Intellectual Disability / Anamarija ŽIC RALIĆ in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4107-4120 Titre : Social and Emotional Competencies of Children with Autism Spectrum Disorder and/or Intellectual Disability Type de document : texte imprimé Auteurs : Anamarija ŽIC RALIĆ, Auteur ; Sara BUBALO, Auteur ; Marijana VRANKIĆ PAVON, Auteur Article en page(s) : p. 4107-4120 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with ASD and children with ID face numerous challenges in social and emotional functioning. The aim of this study is to explore differences in social and emotional competencies between children with ASD, children with ID and children with comorbid ASD/ID. Methods: Parents (N = 177) assessed the social and emotional competencies of elementary school-aged children with ASD (N = 50), children with ID (N = 84), and children with comorbid ASD/ID (N = 43) using the Devereux Student Strengths Assessment (DESSA). DESSA measures 8 key social and emotional competencies. In our study, no differences in social and emotional competencies were found between children with ASD and children with ID. Children with comorbid ASD/ID did not differ from children with ASD, but compared to children with ID, parents rated their self-awareness, social awareness, relationship skills, and optimistic thinking as significantly lower. The results were discussed considering the type of school attended by the children, the level of intellectual disability of children with ID, and the complexity of functioning of children with ASD. All three groups of children require tailored interventions for social and emotional learning to support their functioning in daily activities at home, at school and in peer groups. En ligne : https://doi.org/10.1007/s10803-025-06864-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Social and Emotional Competencies of Children with Autism Spectrum Disorder and/or Intellectual Disability [texte imprimé] / Anamarija ŽIC RALIĆ, Auteur ; Sara BUBALO, Auteur ; Marijana VRANKIĆ PAVON, Auteur . - p. 4107-4120. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4107-4120 Index. décimale : PER Périodiques Résumé : Children with ASD and children with ID face numerous challenges in social and emotional functioning. The aim of this study is to explore differences in social and emotional competencies between children with ASD, children with ID and children with comorbid ASD/ID. Methods: Parents (N = 177) assessed the social and emotional competencies of elementary school-aged children with ASD (N = 50), children with ID (N = 84), and children with comorbid ASD/ID (N = 43) using the Devereux Student Strengths Assessment (DESSA). DESSA measures 8 key social and emotional competencies. In our study, no differences in social and emotional competencies were found between children with ASD and children with ID. Children with comorbid ASD/ID did not differ from children with ASD, but compared to children with ID, parents rated their self-awareness, social awareness, relationship skills, and optimistic thinking as significantly lower. The results were discussed considering the type of school attended by the children, the level of intellectual disability of children with ID, and the complexity of functioning of children with ASD. All three groups of children require tailored interventions for social and emotional learning to support their functioning in daily activities at home, at school and in peer groups. En ligne : https://doi.org/10.1007/s10803-025-06864-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

“What My Son Needs Is Me. What I Need Is... Guidance”: Caregiver Perspectives About Early Autism Supports Amid Changing Attitudes and Policies / Katherine PYE in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4121-4134 Titre : “What My Son Needs Is Me. What I Need Is... Guidance”: Caregiver Perspectives About Early Autism Supports Amid Changing Attitudes and Policies Type de document : texte imprimé Auteurs : Katherine PYE, Auteur ; Lisa GOLD, Auteur ; Ha N. D. LE, Auteur ; Teresa IACONO, Auteur Article en page(s) : p. 4121-4134 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of early supports for Autistic children has predominantly been measured in terms of changes in their development, such as language, cognition or adaptive behaviour. The benefits of early supports to children include, and are moderated by, effects on caregivers and families. We sought to understand perspectives of primary caregivers of children who, whether or not formally diagnosed, they believed to be Autistic, about the value of different aspects of early supports. We interviewed 19 caregivers, selected from a larger survey sample (n = 95) to cover a range of backgrounds and experiences accessing supports. We conducted reflexive thematic analysis to identify themes. We identified four themes through reflexive thematic analysis. Themes reflected common aspirations to optimise their children’s future wellbeing. Despite public funding for early supports, families’ other resources (especially time and mental load) were under pressure, impacting other activities such as employment and family relationships. Participants preferred supports that were adaptable to their changing needs, neuroaffirming and practical; they particularly valued authentic emotional support from therapists and sought providers they could trust. Our analysis suggests that family experiences of accessing supports might be just as important as the intended outcomes. En ligne : https://doi.org/10.1007/s10803-025-06850-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] “What My Son Needs Is Me. What I Need Is... Guidance”: Caregiver Perspectives About Early Autism Supports Amid Changing Attitudes and Policies [texte imprimé] / Katherine PYE, Auteur ; Lisa GOLD, Auteur ; Ha N. D. LE, Auteur ; Teresa IACONO, Auteur . - p. 4121-4134. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4121-4134 Index. décimale : PER Périodiques Résumé : The effectiveness of early supports for Autistic children has predominantly been measured in terms of changes in their development, such as language, cognition or adaptive behaviour. The benefits of early supports to children include, and are moderated by, effects on caregivers and families. We sought to understand perspectives of primary caregivers of children who, whether or not formally diagnosed, they believed to be Autistic, about the value of different aspects of early supports. We interviewed 19 caregivers, selected from a larger survey sample (n = 95) to cover a range of backgrounds and experiences accessing supports. We conducted reflexive thematic analysis to identify themes. We identified four themes through reflexive thematic analysis. Themes reflected common aspirations to optimise their children’s future wellbeing. Despite public funding for early supports, families’ other resources (especially time and mental load) were under pressure, impacting other activities such as employment and family relationships. Participants preferred supports that were adaptable to their changing needs, neuroaffirming and practical; they particularly valued authentic emotional support from therapists and sought providers they could trust. Our analysis suggests that family experiences of accessing supports might be just as important as the intended outcomes. En ligne : https://doi.org/10.1007/s10803-025-06850-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

“The System Sweeps it Under the Rug”: Educational Staff’s Perspectives on Romantic Relationships Among Autistic Adolescents / Carmit-Noa SHPIGELMAN in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4135-4146 Titre : “The System Sweeps it Under the Rug”: Educational Staff’s Perspectives on Romantic Relationships Among Autistic Adolescents Type de document : texte imprimé Auteurs : Carmit-Noa SHPIGELMAN, Auteur ; Gal Hodara HASSAN, Auteur Article en page(s) : p. 4135-4146 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Article 23 of the Convention on the Rights of Persons with Disabilities (CRPD) calls to recognize the right of people with disabilities to have romantic relationships, marry and raise children. However, to date, research has mainly focused on this issue in relation to people with physical or intellectual disabilities. Less is known about romantic relationships among autistic adolescents and how others in their immediate environment, such as educational staff, perceive and refer to this issue. To address this gap, the present study aimed to understand and describe the perspectives of educational staff on the romantic relationships of autistic adolescents, including their views regarding the right and capability of adolescents to form and maintain such relationships, and the education system’s role in providing relevant knowledge and skills. A descriptive phenomenological qualitative approach was applied. Face-to-face interviews were conducted with 20 educational staff members from special education schools in Israel. Four main themes emerged from the thematic analysis of the interviews: (1) Stigmatic attitudes regarding the ability of autistic adolescents to develop romantic relationships; (2) Preventive sexual education as a priority; (3) Behavioral implications of educational neglect; and (4) Recommended practices. The findings highlight the need for macro- and micro-level change by developing an adapted curriculum that views romantic relationships as positive and constructive and eliminating stigmatic perceptions among educational staff. Another recommendation is to provide educational staff with emotional and practical preparation for addressing the issue of romantic relationships in class. En ligne : https://doi.org/10.1007/s10803-025-06872-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] “The System Sweeps it Under the Rug”: Educational Staff’s Perspectives on Romantic Relationships Among Autistic Adolescents [texte imprimé] / Carmit-Noa SHPIGELMAN, Auteur ; Gal Hodara HASSAN, Auteur . - p. 4135-4146. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4135-4146 Index. décimale : PER Périodiques Résumé : Article 23 of the Convention on the Rights of Persons with Disabilities (CRPD) calls to recognize the right of people with disabilities to have romantic relationships, marry and raise children. However, to date, research has mainly focused on this issue in relation to people with physical or intellectual disabilities. Less is known about romantic relationships among autistic adolescents and how others in their immediate environment, such as educational staff, perceive and refer to this issue. To address this gap, the present study aimed to understand and describe the perspectives of educational staff on the romantic relationships of autistic adolescents, including their views regarding the right and capability of adolescents to form and maintain such relationships, and the education system’s role in providing relevant knowledge and skills. A descriptive phenomenological qualitative approach was applied. Face-to-face interviews were conducted with 20 educational staff members from special education schools in Israel. Four main themes emerged from the thematic analysis of the interviews: (1) Stigmatic attitudes regarding the ability of autistic adolescents to develop romantic relationships; (2) Preventive sexual education as a priority; (3) Behavioral implications of educational neglect; and (4) Recommended practices. The findings highlight the need for macro- and micro-level change by developing an adapted curriculum that views romantic relationships as positive and constructive and eliminating stigmatic perceptions among educational staff. Another recommendation is to provide educational staff with emotional and practical preparation for addressing the issue of romantic relationships in class. En ligne : https://doi.org/10.1007/s10803-025-06872-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Expressive Vocabulary in Mandarin-Speaking Autistic, Developmentally Delayed, and Typically Developing Children: A Cross-sectional Study / Min LIU in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4147-4163 Titre : Expressive Vocabulary in Mandarin-Speaking Autistic, Developmentally Delayed, and Typically Developing Children: A Cross-sectional Study Type de document : texte imprimé Auteurs : Min LIU, Auteur ; Yuran LUO, Auteur ; Xiaopeng BAI, Auteur ; Yanxia WANG, Auteur ; Xinyu HU, Auteur ; Mudi SUN, Auteur ; Lu QU, Auteur ; Xuling HAN, Auteur ; Hang ZHAO, Auteur ; Haidan LU, Auteur ; Qiaoyun LIU, Auteur Article en page(s) : p. 4147-4163 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research investigating the characteristics of expressive vocabulary in children with autism spectrum disorder (ASD) is limited, particularly in cross-linguistic contexts. This study aimed to systematically identify the characteristics of expressive vocabulary in 3- to 6-year-old Mandarin-speaking children with ASD. En ligne : https://doi.org/10.1007/s10803-025-06875-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Expressive Vocabulary in Mandarin-Speaking Autistic, Developmentally Delayed, and Typically Developing Children: A Cross-sectional Study [texte imprimé] / Min LIU, Auteur ; Yuran LUO, Auteur ; Xiaopeng BAI, Auteur ; Yanxia WANG, Auteur ; Xinyu HU, Auteur ; Mudi SUN, Auteur ; Lu QU, Auteur ; Xuling HAN, Auteur ; Hang ZHAO, Auteur ; Haidan LU, Auteur ; Qiaoyun LIU, Auteur . - p. 4147-4163. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4147-4163 Index. décimale : PER Périodiques Résumé : Research investigating the characteristics of expressive vocabulary in children with autism spectrum disorder (ASD) is limited, particularly in cross-linguistic contexts. This study aimed to systematically identify the characteristics of expressive vocabulary in 3- to 6-year-old Mandarin-speaking children with ASD. En ligne : https://doi.org/10.1007/s10803-025-06875-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Sensitivity and Specificity of Developmental Surveillance and Autism Screening in an Australian Multicultural Cohort: The Watch Me Grow Study / Charmaine BERNIE in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4164-4174 Titre : Sensitivity and Specificity of Developmental Surveillance and Autism Screening in an Australian Multicultural Cohort: The Watch Me Grow Study Type de document : texte imprimé Auteurs : Charmaine BERNIE, Auteur ; Alicia MONTGOMERY, Auteur ; Louise SEALY, Auteur ; Joseph DESCALLAR, Auteur ; Cheryl DISSANAYAKE, Auteur ; Bin JALALUDIN, Auteur ; Elisabeth MURPHY, Auteur ; Sue WOOLFENDEN, Auteur ; Katrina WILLIAMS, Auteur ; Valsamma EAPEN, Auteur Article en page(s) : p. 4164-4174 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To examine accuracy of two-tiered surveillance to detect developmental disability and autism in a multicultural birth cohort; a subset of the Watch Me Grow Study. Surveillance tools were used at or soon after 18 months of age, including the Parents’ Evaluation of Developmental Status (PEDS), the Ages and Stages Questionnaire (ASQ-3), and the revised Modified Checklist for Autism in Toddlers (M-CHAT-R/F). Children with and without identified concerns were assessed between 18 and 23 months using the Mullen Scales of Early Learning (MSEL) and the Autism Diagnostic Observation Schedule-2 (ADOS-2). Sensitivity and specificity of the surveillance tools used in isolation and in combination in this cohort ranged from 51 to 87% (n = 165). Some children (n = 21) who were not identified with high likelihood of difficulties were later assessed as having probable developmental disability. Adding the M-CHAT-R/F did not significantly improve autism likelihood identification in comparison with tiered developmental surveillance. There was highly variable sensitivity and specificity of combined tools for tiered developmental surveillance in this cohort. There remains a need in Australia to improve methods of, and engagement in, developmental screening and surveillance that includes detection of concerns in community and primary healthcare settings. En ligne : https://doi.org/10.1007/s10803-025-06859-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Sensitivity and Specificity of Developmental Surveillance and Autism Screening in an Australian Multicultural Cohort: The Watch Me Grow Study [texte imprimé] / Charmaine BERNIE, Auteur ; Alicia MONTGOMERY, Auteur ; Louise SEALY, Auteur ; Joseph DESCALLAR, Auteur ; Cheryl DISSANAYAKE, Auteur ; Bin JALALUDIN, Auteur ; Elisabeth MURPHY, Auteur ; Sue WOOLFENDEN, Auteur ; Katrina WILLIAMS, Auteur ; Valsamma EAPEN, Auteur . - p. 4164-4174. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4164-4174 Index. décimale : PER Périodiques Résumé : To examine accuracy of two-tiered surveillance to detect developmental disability and autism in a multicultural birth cohort; a subset of the Watch Me Grow Study. Surveillance tools were used at or soon after 18 months of age, including the Parents’ Evaluation of Developmental Status (PEDS), the Ages and Stages Questionnaire (ASQ-3), and the revised Modified Checklist for Autism in Toddlers (M-CHAT-R/F). Children with and without identified concerns were assessed between 18 and 23 months using the Mullen Scales of Early Learning (MSEL) and the Autism Diagnostic Observation Schedule-2 (ADOS-2). Sensitivity and specificity of the surveillance tools used in isolation and in combination in this cohort ranged from 51 to 87% (n = 165). Some children (n = 21) who were not identified with high likelihood of difficulties were later assessed as having probable developmental disability. Adding the M-CHAT-R/F did not significantly improve autism likelihood identification in comparison with tiered developmental surveillance. There was highly variable sensitivity and specificity of combined tools for tiered developmental surveillance in this cohort. There remains a need in Australia to improve methods of, and engagement in, developmental screening and surveillance that includes detection of concerns in community and primary healthcare settings. En ligne : https://doi.org/10.1007/s10803-025-06859-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Do Children with Autism Spectrum Disorders Show Selective Trust in Social Robots? / Zixuan CHEN in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4175-4182 Titre : Do Children with Autism Spectrum Disorders Show Selective Trust in Social Robots? Type de document : texte imprimé Auteurs : Zixuan CHEN, Auteur ; Jiewei ZHENG, Auteur ; Yang GAO, Auteur ; Jing FANG, Auteur ; Ying WANG, Auteur ; Hui CHEN, Auteur ; Tengfei WANG, Auteur Article en page(s) : p. 4175-4182 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous researches suggest that social robots can facilitate the learning of children with Autism Spectrum Disorder (ASD) by enhancing their interests, engagement, and attention. However, there is limited understanding regarding whether children with ASD can learn directly from the testimony of social robots and whether they can remain vigilant based on the perceived accuracy of these robots. Therefore, the present study was conducted to examine whether children with ASD demonstrated selective trust towards social robots. En ligne : https://doi.org/10.1007/s10803-024-06474-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Do Children with Autism Spectrum Disorders Show Selective Trust in Social Robots? [texte imprimé] / Zixuan CHEN, Auteur ; Jiewei ZHENG, Auteur ; Yang GAO, Auteur ; Jing FANG, Auteur ; Ying WANG, Auteur ; Hui CHEN, Auteur ; Tengfei WANG, Auteur . - p. 4175-4182. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4175-4182 Index. décimale : PER Périodiques Résumé : Previous researches suggest that social robots can facilitate the learning of children with Autism Spectrum Disorder (ASD) by enhancing their interests, engagement, and attention. However, there is limited understanding regarding whether children with ASD can learn directly from the testimony of social robots and whether they can remain vigilant based on the perceived accuracy of these robots. Therefore, the present study was conducted to examine whether children with ASD demonstrated selective trust towards social robots. En ligne : https://doi.org/10.1007/s10803-024-06474-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Analysis of Autistic Adolescents’ Essays Using Computer Techniques / Izabela CHOJNICKA in Journal of Autism and Developmental Disorders, 56-10 (October 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4183-4189 Titre : Analysis of Autistic Adolescents’ Essays Using Computer Techniques Type de document : texte imprimé Auteurs : Izabela CHOJNICKA, Auteur ; Aleksander WAWER, Auteur Article en page(s) : p. 4183-4189 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Challenges associated with narrative discourse remain consistently observable across the entire spectrum of autism. We analyzed written narratives by autistic and non-autistic adolescents and aimed to investigate narrative writing using quantitative computational methods. En ligne : https://doi.org/10.1007/s10803-024-06482-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Analysis of Autistic Adolescents’ Essays Using Computer Techniques [texte imprimé] / Izabela CHOJNICKA, Auteur ; Aleksander WAWER, Auteur . - p. 4183-4189. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-10 (October 2026) . - p. 4183-4189 Index. décimale : PER Périodiques Résumé : Challenges associated with narrative discourse remain consistently observable across the entire spectrum of autism. We analyzed written narratives by autistic and non-autistic adolescents and aimed to investigate narrative writing using quantitative computational methods. En ligne : https://doi.org/10.1007/s10803-024-06482-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593