Dépouillements

“It Is Awful for Your Morale”: A Need for Person-Centered Approaches to Speech-Language Services for Autistic Young Adults / Teresa GIROLAMO in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2703-2709 Titre : “It Is Awful for Your Morale”: A Need for Person-Centered Approaches to Speech-Language Services for Autistic Young Adults Type de document : texte imprimé Auteurs : Teresa GIROLAMO, Auteur ; David RIVERA, Auteur ; Kyle GREENE-PENDELTON, Auteur ; Jessica SUHRHEINRICH, Auteur Article en page(s) : p.2703-2709 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261493269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] “It Is Awful for Your Morale”: A Need for Person-Centered Approaches to Speech-Language Services for Autistic Young Adults [texte imprimé] / Teresa GIROLAMO, Auteur ; David RIVERA, Auteur ; Kyle GREENE-PENDELTON, Auteur ; Jessica SUHRHEINRICH, Auteur . - p.2703-2709. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2703-2709 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613261493269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Autism and Self-Esteem: A Systematic Review Quantifying Differences Between Autistic and Non-Autistic Adolescents and Investigating Associations With Mental Health Difficulties / Poppy CLAYTON in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2710-2724 Titre : Autism and Self-Esteem: A Systematic Review Quantifying Differences Between Autistic and Non-Autistic Adolescents and Investigating Associations With Mental Health Difficulties Type de document : texte imprimé Auteurs : Poppy CLAYTON, Auteur ; Katie LINDSAY-WEBB, Auteur ; Francesca HAPPE, Auteur ; Matthew J. HOLLOCKS, Auteur Article en page(s) : p.2710-2724 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  ASD  adolescents  self-esteem  self-concept  mental health  anxiety  depression  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Autistic individuals are at increased risk of developing mental health difficulties. Self-esteem has been found to be a significant indicator of mental health in the general population yet remains underexplored in autistic adolescents. This review aimed to explore rates of low self-esteem in autistic versus non-autistic adolescents (10–19 years of age) and examine the relationship between self-esteem and mental health symptomatology. A comprehensive literature search was conducted across four databases to identify relevant studies published until March 2025. The systematic review included 30 studies of self-esteem in autistic adolescents, including 15 studies with a non-autistic comparison group, and 16 studies with measures of both self-esteem and mental health. Autistic adolescents reported significantly lower levels of self-esteem compared with non-autistic adolescents, with a moderate weighted pooled effect size (g = −0.47). Group differences were maintained when considering measure variance in self-esteem tools but observed to be greater when using the Self-Perception Profile (g = −0.55) in contrast to the Rosenberg Self-Esteem Scale (g = −0.33). Lower self-esteem was associated with greater depressive symptomatology in autistic adolescents, with large effect (r = −.59). These findings highlight the need for targeted self-esteem interventions in autistic adolescents as a potential means to address co-occurring mental health difficulties.Lay Abstract Autistic adolescents are more likely to experience mental health difficulties than their non-autistic peers. One factor that may influence mental health is self-esteem, which refers to how positively or negatively a person views themselves. This review looked at how self-esteem differs between autistic and non-autistic adolescents, and whether low self-esteem is linked to mental health problems such as depression and anxiety. The review included 30 studies, some of which compared self-esteem levels between autistic and non-autistic adolescents and others explored how self-esteem relates to mental health symptoms. The findings showed that autistic adolescents tend to have lower self-esteem than non-autistic adolescents. In addition, lower self-esteem was linked to higher levels of depression in autistic adolescents. These results suggest that supporting self-esteem in autistic adolescents may be an important way to help improve mental health difficulties. The studies in this review included mainly male participants and used different ways to measure self-esteem and mental health, so more research is needed to better understand these relationships and how best to support a diverse range of autistic adolescents. En ligne : https://dx.doi.org/10.1177/13623613261433170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Autism and Self-Esteem: A Systematic Review Quantifying Differences Between Autistic and Non-Autistic Adolescents and Investigating Associations With Mental Health Difficulties [texte imprimé] / Poppy CLAYTON, Auteur ; Katie LINDSAY-WEBB, Auteur ; Francesca HAPPE, Auteur ; Matthew J. HOLLOCKS, Auteur . - p.2710-2724. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2710-2724 Mots-clés : autism spectrum disorder  ASD  adolescents  self-esteem  self-concept  mental health  anxiety  depression  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Autistic individuals are at increased risk of developing mental health difficulties. Self-esteem has been found to be a significant indicator of mental health in the general population yet remains underexplored in autistic adolescents. This review aimed to explore rates of low self-esteem in autistic versus non-autistic adolescents (10–19 years of age) and examine the relationship between self-esteem and mental health symptomatology. A comprehensive literature search was conducted across four databases to identify relevant studies published until March 2025. The systematic review included 30 studies of self-esteem in autistic adolescents, including 15 studies with a non-autistic comparison group, and 16 studies with measures of both self-esteem and mental health. Autistic adolescents reported significantly lower levels of self-esteem compared with non-autistic adolescents, with a moderate weighted pooled effect size (g = −0.47). Group differences were maintained when considering measure variance in self-esteem tools but observed to be greater when using the Self-Perception Profile (g = −0.55) in contrast to the Rosenberg Self-Esteem Scale (g = −0.33). Lower self-esteem was associated with greater depressive symptomatology in autistic adolescents, with large effect (r = −.59). These findings highlight the need for targeted self-esteem interventions in autistic adolescents as a potential means to address co-occurring mental health difficulties.Lay Abstract Autistic adolescents are more likely to experience mental health difficulties than their non-autistic peers. One factor that may influence mental health is self-esteem, which refers to how positively or negatively a person views themselves. This review looked at how self-esteem differs between autistic and non-autistic adolescents, and whether low self-esteem is linked to mental health problems such as depression and anxiety. The review included 30 studies, some of which compared self-esteem levels between autistic and non-autistic adolescents and others explored how self-esteem relates to mental health symptoms. The findings showed that autistic adolescents tend to have lower self-esteem than non-autistic adolescents. In addition, lower self-esteem was linked to higher levels of depression in autistic adolescents. These results suggest that supporting self-esteem in autistic adolescents may be an important way to help improve mental health difficulties. The studies in this review included mainly male participants and used different ways to measure self-esteem and mental health, so more research is needed to better understand these relationships and how best to support a diverse range of autistic adolescents. En ligne : https://dx.doi.org/10.1177/13623613261433170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes / Chloe JOHNSON in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2725-2738 Titre : School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes Type de document : texte imprimé Auteurs : Chloe JOHNSON, Auteur ; Clare WOOD, Auteur ; David DALEY, Auteur ; Lai-Sang IAO, Auteur Article en page(s) : p.2725-2738 Langues : Anglais (eng) Mots-clés : autism  participatory research  participatory approaches  participatory methods  school  review  reduced inequalities Index. décimale : PER Périodiques Résumé : Participatory research offers a promising means to understand how autistic children and young people (CYP) can be supported and to co-create services or resources that meet their needs. While widely valued, evidence on the most effective ways to meaningfully engage autistic CYP, and on whether and how findings reach educators, is limited. This systematic review narratively synthesises studies reporting the use of school-based participatory research with autistic CYP and reports the approaches, methods, and outcomes of such projects. Initial searches across five databases yielded 1,515 results. After removal of duplicates, 493 studies were screened by abstract and title, and full-text screening was conducted on studies (n = 48) that appeared to meet the inclusion criteria. Studies that met pre-identified eligibility criteria (n = 22), and studies identified through backward citation (n = 2), were included. Creative idea generation, tangible methods, and visual methods are particularly effective for engaging this demographic. However, it was difficult to determine broader implications for schools, as few researchers reported sharing findings with educators. Findings highlight the potential for participatory research, if carefully designed and consistently shared with educators and decision-makers, to contribute to more inclusive schools responsive to the needs and strengths of autistic CYP.Lay Abstract Participatory research means working with communities rather than doing research on them. In the context of autism, this approach involves collaborating directly with autistic children and young people to understand how schools can better support them and to co-create services or resources that meet their needs. While participatory approaches are widely valued, there is limited evidence on the most effective ways to meaningfully involve autistic children and young people in research. In this review, we examined how participatory research has been carried out with autistic children and young people in school settings. We searched five electronic databases for studies published between 2014 and 2024. From these searches, we found 1,515 studies. We then removed studies that were the same, which left us with 493. We then checked the abstract and titles of these 493 studies to see if we should include them in our review. We then read full texts for 48 studies and included 22. By checking the reference lists of the included studies, we identified two additional studies, bringing the total to 24. We found that different ways of involving autistic children and young people in research can work in school settings. Creative idea generation, tangible methods, and visual methods were particularly effective for helping them take part. However, many studies did not report whether findings were shared back with schools, making it difficult to assess broader impacts. Overall, our review highlights the potential for participatory research, when carefully planned and transparently shared with stakeholders, to support schools in becoming more inclusive and better meeting the needs and strengths of autistic students. En ligne : https://dx.doi.org/10.1177/13623613261460932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes [texte imprimé] / Chloe JOHNSON, Auteur ; Clare WOOD, Auteur ; David DALEY, Auteur ; Lai-Sang IAO, Auteur . - p.2725-2738. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2725-2738 Mots-clés : autism  participatory research  participatory approaches  participatory methods  school  review  reduced inequalities Index. décimale : PER Périodiques Résumé : Participatory research offers a promising means to understand how autistic children and young people (CYP) can be supported and to co-create services or resources that meet their needs. While widely valued, evidence on the most effective ways to meaningfully engage autistic CYP, and on whether and how findings reach educators, is limited. This systematic review narratively synthesises studies reporting the use of school-based participatory research with autistic CYP and reports the approaches, methods, and outcomes of such projects. Initial searches across five databases yielded 1,515 results. After removal of duplicates, 493 studies were screened by abstract and title, and full-text screening was conducted on studies (n = 48) that appeared to meet the inclusion criteria. Studies that met pre-identified eligibility criteria (n = 22), and studies identified through backward citation (n = 2), were included. Creative idea generation, tangible methods, and visual methods are particularly effective for engaging this demographic. However, it was difficult to determine broader implications for schools, as few researchers reported sharing findings with educators. Findings highlight the potential for participatory research, if carefully designed and consistently shared with educators and decision-makers, to contribute to more inclusive schools responsive to the needs and strengths of autistic CYP.Lay Abstract Participatory research means working with communities rather than doing research on them. In the context of autism, this approach involves collaborating directly with autistic children and young people to understand how schools can better support them and to co-create services or resources that meet their needs. While participatory approaches are widely valued, there is limited evidence on the most effective ways to meaningfully involve autistic children and young people in research. In this review, we examined how participatory research has been carried out with autistic children and young people in school settings. We searched five electronic databases for studies published between 2014 and 2024. From these searches, we found 1,515 studies. We then removed studies that were the same, which left us with 493. We then checked the abstract and titles of these 493 studies to see if we should include them in our review. We then read full texts for 48 studies and included 22. By checking the reference lists of the included studies, we identified two additional studies, bringing the total to 24. We found that different ways of involving autistic children and young people in research can work in school settings. Creative idea generation, tangible methods, and visual methods were particularly effective for helping them take part. However, many studies did not report whether findings were shared back with schools, making it difficult to assess broader impacts. Overall, our review highlights the potential for participatory research, when carefully planned and transparently shared with stakeholders, to support schools in becoming more inclusive and better meeting the needs and strengths of autistic students. En ligne : https://dx.doi.org/10.1177/13623613261460932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Emerging Personality Pathology in Adolescents With Autism Spectrum Disorder: Clinical Correlates and Assessment Implications / Giacomo DISTEFANO in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2739-2751 Titre : Emerging Personality Pathology in Adolescents With Autism Spectrum Disorder: Clinical Correlates and Assessment Implications Type de document : texte imprimé Auteurs : Giacomo DISTEFANO, Auteur ; Stefano BERLOFFA, Auteur ; Gianluca SESSO, Auteur ; Elena VALENTE, Auteur ; Antonio NARZISI, Auteur ; Guido SORELLA, Auteur ; Chiara D’AMBROSIO, Auteur ; Gabriele MASI, Auteur ; Annarita MILONE, Auteur Article en page(s) : p.2739-2751 Langues : Anglais (eng) Mots-clés : personality disorders  autism spectrum disorders  neurodevelopmental trajectories  child and adolescent psychiatry  female phenotypes of ASD Index. décimale : PER Périodiques Résumé : The link between neurodevelopmental and psychiatric conditions is increasingly recognized in developmental psychiatry, yet the relationship between Autism Spectrum Disorder (ASD) and Personality Disorders (PDs) remains underexplored in adolescence. Dysfunctional personality traits (DPT) may emerge in individuals with ASD, especially when diagnosis is delayed and comorbidities occur. This study assessed 79 adolescents (mean age = 15.15 ± 1.50; 45.6% females) with ASD without intellectual disability using a multimodal protocol (Autism Diagnostic Observation Schedule–Second Edition [ADOS-2], Autism Diagnostic Interview-Revised [ADI-R], Wechsler Intelligence Scale for Children–Fourth Edition [WISC-IV]/Wechsler Adult Intelligence Scale–Fourth Edition [WAIS-IV], Structured Clinical Interview for DSM-5 Personality Disorders [SCID-5-PD], Kiddie Schedule for Affective Disorders and Schizophrenia–Present and Lifetime Version [K-SADS-PL], standardized questionnaires). Analyses examined associations between DPT, psychiatric comorbidities, clinical severity, and functioning. DPTs were identified in 64.5% of participants, more frequently in females (75.0%) than males (48.9%). A prior ASD diagnosis was missing in 62%, particularly among females (odds ratio [OR] = 2.86, p = .030). Cluster A traits were most common (38.0%), notably Schizoid (22.8%), followed by Cluster B (24.1%), with Borderline traits markedly higher in females (22.2% vs. 2.3%, p = .006) and Cluster C (20.3%). DPTs were associated with lower functioning (Children’s Global Assessment Scale [CGAS], p = .037) and higher clinical severity (Clinical Global Impression [CGI], p < .019), also after False Discovery Rate (FDR) correction. Findings indicate that DPTs are highly prevalent yet often unrecognized in adolescents with ASD and are associated with greater comorbidity and poorer psychosocial outcomes. Early, developmentally informed assessment is crucial to identify risks and guide tailored interventions.Lay Abstract Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects social communication, behavior, and sensory processing. Some autistic adolescents may also show emerging maladaptive personality traits or early features of personality pathology. However, the relationship between ASD and personality disorders has been studied far less than other mental health conditions, especially during adolescence, a key developmental stage. This study included 79 adolescents with ASD without intellectual disability, with an average age of 15 years. Nearly half of the participants were female. Each adolescent completed a comprehensive clinical assessment, including standardized tools for autism diagnosis, psychiatric diagnostic interviews, cognitive testing, and questionnaires on emotional and behavioral functioning. We found that almost two-thirds of participants showed dysfunctional personality traits (DPTs). These traits were more common in females than males. In addition, many adolescents had not received an autism diagnosis before entering the study, and missed or delayed diagnosis was especially frequent among females. This is consistent with growing evidence that autism in girls may be less easily recognized, particularly when symptoms are masked or present differently from traditional expectations. The most common personality patterns involved social withdrawal, emotional detachment, and limited interest in close relationships. Other adolescents showed traits linked to emotional dysregulation, impulsivity, anxiety, perfectionism, or a strong need for control. Adolescents with DPTs also showed greater overall clinical severity and lower psychosocial functioning in everyday life, including difficulties with peers, family relationships, and school adjustment. These findings suggest that emerging personality pathology is common but often overlooked in autistic adolescents. If autism is identified late, emotional and interpersonal difficulties may become more complex over time. Clinicians should assess autistic trai s, co-occurring psychiatric symptoms, and maladaptive personality features together, using a developmentally informed approach. Earlier and more accurate recognition may support personalized interventions, reduce distress, and improve outcomes during the transition to adulthood. En ligne : https://dx.doi.org/10.1177/13623613261476742 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Emerging Personality Pathology in Adolescents With Autism Spectrum Disorder: Clinical Correlates and Assessment Implications [texte imprimé] / Giacomo DISTEFANO, Auteur ; Stefano BERLOFFA, Auteur ; Gianluca SESSO, Auteur ; Elena VALENTE, Auteur ; Antonio NARZISI, Auteur ; Guido SORELLA, Auteur ; Chiara D’AMBROSIO, Auteur ; Gabriele MASI, Auteur ; Annarita MILONE, Auteur . - p.2739-2751. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2739-2751 Mots-clés : personality disorders  autism spectrum disorders  neurodevelopmental trajectories  child and adolescent psychiatry  female phenotypes of ASD Index. décimale : PER Périodiques Résumé : The link between neurodevelopmental and psychiatric conditions is increasingly recognized in developmental psychiatry, yet the relationship between Autism Spectrum Disorder (ASD) and Personality Disorders (PDs) remains underexplored in adolescence. Dysfunctional personality traits (DPT) may emerge in individuals with ASD, especially when diagnosis is delayed and comorbidities occur. This study assessed 79 adolescents (mean age = 15.15 ± 1.50; 45.6% females) with ASD without intellectual disability using a multimodal protocol (Autism Diagnostic Observation Schedule–Second Edition [ADOS-2], Autism Diagnostic Interview-Revised [ADI-R], Wechsler Intelligence Scale for Children–Fourth Edition [WISC-IV]/Wechsler Adult Intelligence Scale–Fourth Edition [WAIS-IV], Structured Clinical Interview for DSM-5 Personality Disorders [SCID-5-PD], Kiddie Schedule for Affective Disorders and Schizophrenia–Present and Lifetime Version [K-SADS-PL], standardized questionnaires). Analyses examined associations between DPT, psychiatric comorbidities, clinical severity, and functioning. DPTs were identified in 64.5% of participants, more frequently in females (75.0%) than males (48.9%). A prior ASD diagnosis was missing in 62%, particularly among females (odds ratio [OR] = 2.86, p = .030). Cluster A traits were most common (38.0%), notably Schizoid (22.8%), followed by Cluster B (24.1%), with Borderline traits markedly higher in females (22.2% vs. 2.3%, p = .006) and Cluster C (20.3%). DPTs were associated with lower functioning (Children’s Global Assessment Scale [CGAS], p = .037) and higher clinical severity (Clinical Global Impression [CGI], p < .019), also after False Discovery Rate (FDR) correction. Findings indicate that DPTs are highly prevalent yet often unrecognized in adolescents with ASD and are associated with greater comorbidity and poorer psychosocial outcomes. Early, developmentally informed assessment is crucial to identify risks and guide tailored interventions.Lay Abstract Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects social communication, behavior, and sensory processing. Some autistic adolescents may also show emerging maladaptive personality traits or early features of personality pathology. However, the relationship between ASD and personality disorders has been studied far less than other mental health conditions, especially during adolescence, a key developmental stage. This study included 79 adolescents with ASD without intellectual disability, with an average age of 15 years. Nearly half of the participants were female. Each adolescent completed a comprehensive clinical assessment, including standardized tools for autism diagnosis, psychiatric diagnostic interviews, cognitive testing, and questionnaires on emotional and behavioral functioning. We found that almost two-thirds of participants showed dysfunctional personality traits (DPTs). These traits were more common in females than males. In addition, many adolescents had not received an autism diagnosis before entering the study, and missed or delayed diagnosis was especially frequent among females. This is consistent with growing evidence that autism in girls may be less easily recognized, particularly when symptoms are masked or present differently from traditional expectations. The most common personality patterns involved social withdrawal, emotional detachment, and limited interest in close relationships. Other adolescents showed traits linked to emotional dysregulation, impulsivity, anxiety, perfectionism, or a strong need for control. Adolescents with DPTs also showed greater overall clinical severity and lower psychosocial functioning in everyday life, including difficulties with peers, family relationships, and school adjustment. These findings suggest that emerging personality pathology is common but often overlooked in autistic adolescents. If autism is identified late, emotional and interpersonal difficulties may become more complex over time. Clinicians should assess autistic trai s, co-occurring psychiatric symptoms, and maladaptive personality features together, using a developmentally informed approach. Earlier and more accurate recognition may support personalized interventions, reduce distress, and improve outcomes during the transition to adulthood. En ligne : https://dx.doi.org/10.1177/13623613261476742 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Oscillatory Traveling Waves During Visual Entrainment in Autistic and Non-Autistic Adults / Andrea ALAMIA in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2752-2765 Titre : Oscillatory Traveling Waves During Visual Entrainment in Autistic and Non-Autistic Adults Type de document : texte imprimé Auteurs : Andrea ALAMIA, Auteur ; Jakob C.B. SCHWENK, Auteur ; Johan WAGEMANS, Auteur ; Laurie-Anne SAPEY-TRIOMPHE, Auteur Article en page(s) : p.2752-2765 Langues : Anglais (eng) Mots-clés : traveling waves  visual entrainment  autism spectrum disorder  electroencephalography  predictive coding Index. décimale : PER Périodiques Résumé : Neural oscillations and traveling waves play a crucial role in cognition. In scalp electroencephalography (EEG), waves typically travel along the anterior-posterior axis: forward waves (occipital-to-frontal) predominate during sensory stimulation, while backward waves (frontal-to-occipital) emerge during rest and top-down modulation. Within the predictive coding framework, backward waves reflect predictive signals, whereas forward waves convey sensory processes and prediction errors. In this study, we investigated traveling wave dynamics during a visual entrainment task in non-autistic and autistic adults. Our results show an increase in backward waves during rhythmic visual stimulation in the non-autistic group, consistent with enhanced top-down predictions. Notably, we observed the opposite pattern in the autism group, characterized by a pronounced increase in forward waves at the entrained frequency (ω2 = 0.132). These results align with predictive coding accounts of autistic perception, which hypothesize a difference in balance between predictions and sensory evidence. Specifically, an increase in forward waves may reflect a bias toward sensory signaling over predictive feedback, due to atypical hierarchical communication across brain regions. Together, our findings shed new light on the oscillatory dynamics involved in visual entrainment in non-autistic adults and provide novel evidence in favor of predictive coding accounts of autistic perception.Lay Abstract The brain continuously processes information by combining incoming sensory signals with prior expectations about the environment. According to predictive coding theories, perception depends on a balance between these two processes: the brain generates predictions about what is likely to happen and then updates those predictions when incoming sensory information does not match expectations. In autism, several theories suggest that this balance may be atypical, with perception relying more strongly on sensory input and less on prior predictions. One way to study how the brain communicates during perception is through ‘traveling waves’, patterns of rhythmic brain activity that move across the cortex over time. These waves can be measured noninvasively using electroencephalography (EEG). In visual tasks, waves traveling from the back of the brain toward the front are generally linked to the processing of sensory information, whereas waves traveling from the front toward the back are thought to reflect top-down signals such as predictions, expectations, and attentional control. In this study, we investigated traveling brain waves in autistic and non-autistic adults during a visual entrainment task, in which participants viewed rhythmic visual stimulation. We found that non-autistic participants showed an increase in backward traveling waves during stimulation, consistent with stronger predictive or top-down processing. In contrast, autistic participants showed the opposite pattern, with a marked increase in forward traveling waves at the frequency of the visual stimulation. This suggests a greater weighting of incoming sensory signals relative to predictive feedback in autism. En ligne : https://dx.doi.org/10.1177/13623613261478892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Oscillatory Traveling Waves During Visual Entrainment in Autistic and Non-Autistic Adults [texte imprimé] / Andrea ALAMIA, Auteur ; Jakob C.B. SCHWENK, Auteur ; Johan WAGEMANS, Auteur ; Laurie-Anne SAPEY-TRIOMPHE, Auteur . - p.2752-2765. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2752-2765 Mots-clés : traveling waves  visual entrainment  autism spectrum disorder  electroencephalography  predictive coding Index. décimale : PER Périodiques Résumé : Neural oscillations and traveling waves play a crucial role in cognition. In scalp electroencephalography (EEG), waves typically travel along the anterior-posterior axis: forward waves (occipital-to-frontal) predominate during sensory stimulation, while backward waves (frontal-to-occipital) emerge during rest and top-down modulation. Within the predictive coding framework, backward waves reflect predictive signals, whereas forward waves convey sensory processes and prediction errors. In this study, we investigated traveling wave dynamics during a visual entrainment task in non-autistic and autistic adults. Our results show an increase in backward waves during rhythmic visual stimulation in the non-autistic group, consistent with enhanced top-down predictions. Notably, we observed the opposite pattern in the autism group, characterized by a pronounced increase in forward waves at the entrained frequency (ω2 = 0.132). These results align with predictive coding accounts of autistic perception, which hypothesize a difference in balance between predictions and sensory evidence. Specifically, an increase in forward waves may reflect a bias toward sensory signaling over predictive feedback, due to atypical hierarchical communication across brain regions. Together, our findings shed new light on the oscillatory dynamics involved in visual entrainment in non-autistic adults and provide novel evidence in favor of predictive coding accounts of autistic perception.Lay Abstract The brain continuously processes information by combining incoming sensory signals with prior expectations about the environment. According to predictive coding theories, perception depends on a balance between these two processes: the brain generates predictions about what is likely to happen and then updates those predictions when incoming sensory information does not match expectations. In autism, several theories suggest that this balance may be atypical, with perception relying more strongly on sensory input and less on prior predictions. One way to study how the brain communicates during perception is through ‘traveling waves’, patterns of rhythmic brain activity that move across the cortex over time. These waves can be measured noninvasively using electroencephalography (EEG). In visual tasks, waves traveling from the back of the brain toward the front are generally linked to the processing of sensory information, whereas waves traveling from the front toward the back are thought to reflect top-down signals such as predictions, expectations, and attentional control. In this study, we investigated traveling brain waves in autistic and non-autistic adults during a visual entrainment task, in which participants viewed rhythmic visual stimulation. We found that non-autistic participants showed an increase in backward traveling waves during stimulation, consistent with stronger predictive or top-down processing. In contrast, autistic participants showed the opposite pattern, with a marked increase in forward traveling waves at the frequency of the visual stimulation. This suggests a greater weighting of incoming sensory signals relative to predictive feedback in autism. En ligne : https://dx.doi.org/10.1177/13623613261478892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context / Anna COOK in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2766-2781 Titre : Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Alice BODDY, Auteur Article en page(s) : p.2766-2781 Langues : Anglais (eng) Mots-clés : autism  inclusive education  teacher self-efficacy  training  attitudes  secondary school Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools often experience unmet needs, yet limited research has examined the combined influence of multiple theoretically relevant predictors of teachers’ self-efficacy and intentions to implement inclusive practice for autistic pupils. This mixed-methods study surveyed 126 staff from six secondary schools, assessing autism-specific training, perceived inclusiveness of the school environment, experience with autistic pupils, neurodiversity-affirming attitudes, personal connection to autism, and staff role. Teacher self-efficacy and intentions for inclusive practice were measured using adapted scales, and hierarchical multiple regression identified significant predictors. Autism-specific training, perceived quality of the inclusive environment, years of experience with autistic pupils, classroom teacher role, and neurodiversity-affirming attitudes predicted higher self-efficacy. Together, these explained 42.1% of the variance. Intentions for inclusive practice were predicted by neurodiversity-affirming attitudes and training, explaining 27.5% of the variance. Thematic analysis of open-text responses revealed practical adjustments including clear communication, sensory adaptations, and emotional regulation supports, alongside challenges such as resource constraints, complex classroom dynamics, and inconsistent institutional support. Findings highlight the value of targeted autism-specific training and fostering neurodiversity-affirming attitudes, supported by inclusive school environments, to strengthen teacher capacity and sustain inclusive practice.Lay Abstract Many autistic pupils in mainstream secondary schools do not have their needs fully met. This can affect their learning, well-being, and opportunities to take part in school life. Teachers play a vital role in making schools more inclusive, but their ability and motivation to do so can be influenced by many different factors. Most research has looked at these factors separately. This study is one of the first to examine several important influences together, to see which are most strongly linked to teachers feeling confident (self-efficacy) and intending to use inclusive practices for autistic pupils. We worked with 126 staff from six secondary schools, including teachers, leaders, teaching assistants, and other support staff. We looked at the impact of autism-specific training, school environment, experience with autistic pupils, attitudes towards neurodiversity, personal connection to autism, and staff role. Participants were also asked to describe examples of strategies they use to support autistic pupils, and the challenges they face. We found that confidence was highest among staff who had autism-specific training, worked in a more inclusive school environment, had more years of experience with autistic pupils, were classroom teachers (rather than in leadership roles), and had more positive, neurodiversity-affirming attitudes. Together, these factors explained more than two fifths (about 42%) of the differences in how confident staff felt. Intentions to use inclusive practices were strongest among staff with neurodiversity-affirming attitudes and autism-specific training, and these two factors together explained just more than a quarter (about 28%) of the differences in how strong those intentions were. Staff described a wide range of helpful strategies, such as giving clear instructions, adapting sensory environments, and supporting emotional regulation. However, they also reported challenges such as limited time, resources, and inconsistent support from school systems. The findings show that targeted autism-specific training, positive attitudes towards neurodiversity, and inclusive school environments can work together to strengthen teacher confidence and commitment to inclusion. Removing systemic barriers will help ensure that staff can put these skills and values into practice to benefit autistic pupils. En ligne : https://dx.doi.org/10.1177/13623613261478886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context [texte imprimé] / Anna COOK, Auteur ; Alice BODDY, Auteur . - p.2766-2781. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2766-2781 Mots-clés : autism  inclusive education  teacher self-efficacy  training  attitudes  secondary school Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools often experience unmet needs, yet limited research has examined the combined influence of multiple theoretically relevant predictors of teachers’ self-efficacy and intentions to implement inclusive practice for autistic pupils. This mixed-methods study surveyed 126 staff from six secondary schools, assessing autism-specific training, perceived inclusiveness of the school environment, experience with autistic pupils, neurodiversity-affirming attitudes, personal connection to autism, and staff role. Teacher self-efficacy and intentions for inclusive practice were measured using adapted scales, and hierarchical multiple regression identified significant predictors. Autism-specific training, perceived quality of the inclusive environment, years of experience with autistic pupils, classroom teacher role, and neurodiversity-affirming attitudes predicted higher self-efficacy. Together, these explained 42.1% of the variance. Intentions for inclusive practice were predicted by neurodiversity-affirming attitudes and training, explaining 27.5% of the variance. Thematic analysis of open-text responses revealed practical adjustments including clear communication, sensory adaptations, and emotional regulation supports, alongside challenges such as resource constraints, complex classroom dynamics, and inconsistent institutional support. Findings highlight the value of targeted autism-specific training and fostering neurodiversity-affirming attitudes, supported by inclusive school environments, to strengthen teacher capacity and sustain inclusive practice.Lay Abstract Many autistic pupils in mainstream secondary schools do not have their needs fully met. This can affect their learning, well-being, and opportunities to take part in school life. Teachers play a vital role in making schools more inclusive, but their ability and motivation to do so can be influenced by many different factors. Most research has looked at these factors separately. This study is one of the first to examine several important influences together, to see which are most strongly linked to teachers feeling confident (self-efficacy) and intending to use inclusive practices for autistic pupils. We worked with 126 staff from six secondary schools, including teachers, leaders, teaching assistants, and other support staff. We looked at the impact of autism-specific training, school environment, experience with autistic pupils, attitudes towards neurodiversity, personal connection to autism, and staff role. Participants were also asked to describe examples of strategies they use to support autistic pupils, and the challenges they face. We found that confidence was highest among staff who had autism-specific training, worked in a more inclusive school environment, had more years of experience with autistic pupils, were classroom teachers (rather than in leadership roles), and had more positive, neurodiversity-affirming attitudes. Together, these factors explained more than two fifths (about 42%) of the differences in how confident staff felt. Intentions to use inclusive practices were strongest among staff with neurodiversity-affirming attitudes and autism-specific training, and these two factors together explained just more than a quarter (about 28%) of the differences in how strong those intentions were. Staff described a wide range of helpful strategies, such as giving clear instructions, adapting sensory environments, and supporting emotional regulation. However, they also reported challenges such as limited time, resources, and inconsistent support from school systems. The findings show that targeted autism-specific training, positive attitudes towards neurodiversity, and inclusive school environments can work together to strengthen teacher confidence and commitment to inclusion. Removing systemic barriers will help ensure that staff can put these skills and values into practice to benefit autistic pupils. En ligne : https://dx.doi.org/10.1177/13623613261478886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Stronger Yet Stretched: Resilience and Stress in U.S. Families Raising Autistic Children / Amanda Leigh DUNCAN in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2782-2793 Titre : Stronger Yet Stretched: Resilience and Stress in U.S. Families Raising Autistic Children Type de document : texte imprimé Auteurs : Amanda Leigh DUNCAN, Auteur ; Collin SHEPLEY, Auteur Article en page(s) : p.2782-2793 Langues : Anglais (eng) Mots-clés : autism  resilience  parents  stress Index. décimale : PER Périodiques Résumé : Raising a child with autism presents families with unique challenges and experiences, often characterized by heightened stress but also remarkable resilience. This study utilizes cross-sectional data from the 2022 and 2023 National Survey of Children’s Health administered by the U.S. Census Bureau to examine levels of resilience and stress in U.S. families with and without a child diagnosed with autism. Tobit regression models, controlling for demographic, socio-economic, and social support factors, revealed that although families of autistic children experienced significantly higher stress, particularly in caregiving challenges, they also reported higher levels of resilience when accounting for stress compared with families of nonautistic children. Specifically, families raising a child with autism reported higher ratings of family communication, problem-solving, inner strength, and hope than families raising a child without autism. These findings challenge deficit-focused narratives, offering evidence of the adaptability and emotional growth present in households raising a child with autism.Lay Abstract Raising a child with autism presents families with unique challenges and strengths, often characterized by heightened stress but also remarkable resilience. This study looked at data from the 2022 and 2023 National Survey of Children’s Health administered by the U.S. Census Bureau to examine the resilience and stress of U.S. families with and without a child diagnosed with autism. Statistical models revealed that although families of autistic children experience significantly higher stress, they also report higher levels of resilience compared with families of nonautistic children. Specifically, families raising a child with autism reported higher ratings of family communication, problem-solving, inner strength, and hope. These findings offer evidence of the adaptability and emotional growth present in households raising a child with autism. En ligne : https://dx.doi.org/10.1177/13623613261480171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Stronger Yet Stretched: Resilience and Stress in U.S. Families Raising Autistic Children [texte imprimé] / Amanda Leigh DUNCAN, Auteur ; Collin SHEPLEY, Auteur . - p.2782-2793. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2782-2793 Mots-clés : autism  resilience  parents  stress Index. décimale : PER Périodiques Résumé : Raising a child with autism presents families with unique challenges and experiences, often characterized by heightened stress but also remarkable resilience. This study utilizes cross-sectional data from the 2022 and 2023 National Survey of Children’s Health administered by the U.S. Census Bureau to examine levels of resilience and stress in U.S. families with and without a child diagnosed with autism. Tobit regression models, controlling for demographic, socio-economic, and social support factors, revealed that although families of autistic children experienced significantly higher stress, particularly in caregiving challenges, they also reported higher levels of resilience when accounting for stress compared with families of nonautistic children. Specifically, families raising a child with autism reported higher ratings of family communication, problem-solving, inner strength, and hope than families raising a child without autism. These findings challenge deficit-focused narratives, offering evidence of the adaptability and emotional growth present in households raising a child with autism.Lay Abstract Raising a child with autism presents families with unique challenges and strengths, often characterized by heightened stress but also remarkable resilience. This study looked at data from the 2022 and 2023 National Survey of Children’s Health administered by the U.S. Census Bureau to examine the resilience and stress of U.S. families with and without a child diagnosed with autism. Statistical models revealed that although families of autistic children experience significantly higher stress, they also report higher levels of resilience compared with families of nonautistic children. Specifically, families raising a child with autism reported higher ratings of family communication, problem-solving, inner strength, and hope. These findings offer evidence of the adaptability and emotional growth present in households raising a child with autism. En ligne : https://dx.doi.org/10.1177/13623613261480171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

The Psychopathology in Autism Checklist–Revised (PAC-R): Development and Validation / Arvid Nikolai KILDAHL in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2794-2804 Titre : The Psychopathology in Autism Checklist–Revised (PAC-R): Development and Validation Type de document : texte imprimé Auteurs : Arvid Nikolai KILDAHL, Auteur ; Sissel Berge HELVERSCHOU, Auteur ; Børge MATHIASSEN, Auteur ; Einar HEIERVANG, Auteur ; Marianne Berg HALVORSEN, Auteur Article en page(s) : p.2794-2804 Langues : Anglais (eng) Mots-clés : autism  intellectual disability  mental health disorder  screening  assessment Index. décimale : PER Périodiques Résumé : There are few appropriate screening tools for mental health in autistic people, particularly for individuals with co-occurring intellectual disabilities. A specially developed screening tool for this population, the Psychopathology in Autism Checklist (PAC), has shown acceptable psychometric properties. However, a recent study showed that the subscale structure of the PAC was not in line with its underlying factor structure. The current study aimed to examine the screening properties of a restructuring of the PAC items in line with its factor structure, resulting in a revised version of the PAC, the PAC–Revised (PAC-R). Cut-offs for the PAC-R subscales were identified in a high-risk sample of autistic adults and older adolescents with intellectual disabilities who had been referred for mental health assessment (n = 182; Sample 1). The psychometric properties of these cut-offs and the statistical fit of the subscales were investigated in this sample, as well as in a low-risk sample of autistic children and adolescents (n = 197; Sample 2). This revised version of the PAC, referred to as the PAC-R and comprising five subscales (obsessive-compulsive disorder, psychosis, anxiety, depression, aggression/self-injurious behaviours) and an “any mental health disorder” index, appeared to retain or improve on the screening properties of the original PAC in Sample 1. Similar findings were made for the anxiety and depression subscales and the “any mental health disorder” index in Sample 2. Statistical fit of the model was acceptable across both samples. These findings indicate that the PAC-R is an applicable mental health screening tool for autistic adults with intellectual disabilities, as well as for anxiety and depression in autistic children and adolescents with varied intellectual functioning.Lay Abstract Despite autistic people being at increased risk of co-occurring mental health disorders, there are few assessment tools developed specifically for the identification of mental health disorders in autistic people. This lack of available tools is especially problematic for autistic individuals with co-occurring intellectual disabilities, who may have difficulties answering questions about potential mental health symptoms, or may display symptoms of mental health disorder in atypical ways. The Psychopathology in Autism Checklist (PAC) has previously been rated as a promising tool for this population. However, a recent finding suggested that the items of the PAC do not seem to be grouping in the way it was presumed when the PAC was first developed. The current study describes the revision of the PAC into the PAC–Revised (PAC-R) and its validation across two different samples. These samples included a high-risk sample for mental health disorder, autistic adults and older adolescents with co-occurring intellectual disabilities referred for mental health assessment, and a lower-risk sample for mental health disorder, autistic children and adolescents referred for initial autism diagnostic assessment. Across both samples, the PAC-R appeared to retain or improve on the properties of the original PAC as a screening tool. In addition, the subscale structure of the PAC-R provided an improved fit to the data with regard to the grouping of the items. In conclusion, the PAC-R appears to be a promising measure for screening for mental health disorders in autistic individuals. However, comprehensive and multimethod assessments remain necessary for making an accurate mental health diagnosis, as the PAC-R is intended for screening purposes only. En ligne : https://dx.doi.org/10.1177/13623613261480174 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] The Psychopathology in Autism Checklist–Revised (PAC-R): Development and Validation [texte imprimé] / Arvid Nikolai KILDAHL, Auteur ; Sissel Berge HELVERSCHOU, Auteur ; Børge MATHIASSEN, Auteur ; Einar HEIERVANG, Auteur ; Marianne Berg HALVORSEN, Auteur . - p.2794-2804. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2794-2804 Mots-clés : autism  intellectual disability  mental health disorder  screening  assessment Index. décimale : PER Périodiques Résumé : There are few appropriate screening tools for mental health in autistic people, particularly for individuals with co-occurring intellectual disabilities. A specially developed screening tool for this population, the Psychopathology in Autism Checklist (PAC), has shown acceptable psychometric properties. However, a recent study showed that the subscale structure of the PAC was not in line with its underlying factor structure. The current study aimed to examine the screening properties of a restructuring of the PAC items in line with its factor structure, resulting in a revised version of the PAC, the PAC–Revised (PAC-R). Cut-offs for the PAC-R subscales were identified in a high-risk sample of autistic adults and older adolescents with intellectual disabilities who had been referred for mental health assessment (n = 182; Sample 1). The psychometric properties of these cut-offs and the statistical fit of the subscales were investigated in this sample, as well as in a low-risk sample of autistic children and adolescents (n = 197; Sample 2). This revised version of the PAC, referred to as the PAC-R and comprising five subscales (obsessive-compulsive disorder, psychosis, anxiety, depression, aggression/self-injurious behaviours) and an “any mental health disorder” index, appeared to retain or improve on the screening properties of the original PAC in Sample 1. Similar findings were made for the anxiety and depression subscales and the “any mental health disorder” index in Sample 2. Statistical fit of the model was acceptable across both samples. These findings indicate that the PAC-R is an applicable mental health screening tool for autistic adults with intellectual disabilities, as well as for anxiety and depression in autistic children and adolescents with varied intellectual functioning.Lay Abstract Despite autistic people being at increased risk of co-occurring mental health disorders, there are few assessment tools developed specifically for the identification of mental health disorders in autistic people. This lack of available tools is especially problematic for autistic individuals with co-occurring intellectual disabilities, who may have difficulties answering questions about potential mental health symptoms, or may display symptoms of mental health disorder in atypical ways. The Psychopathology in Autism Checklist (PAC) has previously been rated as a promising tool for this population. However, a recent finding suggested that the items of the PAC do not seem to be grouping in the way it was presumed when the PAC was first developed. The current study describes the revision of the PAC into the PAC–Revised (PAC-R) and its validation across two different samples. These samples included a high-risk sample for mental health disorder, autistic adults and older adolescents with co-occurring intellectual disabilities referred for mental health assessment, and a lower-risk sample for mental health disorder, autistic children and adolescents referred for initial autism diagnostic assessment. Across both samples, the PAC-R appeared to retain or improve on the properties of the original PAC as a screening tool. In addition, the subscale structure of the PAC-R provided an improved fit to the data with regard to the grouping of the items. In conclusion, the PAC-R appears to be a promising measure for screening for mental health disorders in autistic individuals. However, comprehensive and multimethod assessments remain necessary for making an accurate mental health diagnosis, as the PAC-R is intended for screening purposes only. En ligne : https://dx.doi.org/10.1177/13623613261480174 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Development of the Screening Tool for Autism in Two-Year-Olds—Brief Form: Accuracy in Detecting Autism in Toddlers / Yu-Ru HUNG in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2805-2815 Titre : Development of the Screening Tool for Autism in Two-Year-Olds—Brief Form: Accuracy in Detecting Autism in Toddlers Type de document : texte imprimé Auteurs : Yu-Ru HUNG, Auteur ; Yuh-Ming HOU, Auteur ; Lai-Sang IAO, Auteur ; Chin-Chin WU, Auteur Article en page(s) : p.2805-2815 Langues : Anglais (eng) Mots-clés : autism  Screening Tool for Autism in Two-Year-Olds  developmental delays  sensitivity  specificity Index. décimale : PER Périodiques Résumé : Early diagnosis of autism is crucial for timely intervention, yet existing screening tools are often limited by administration time in clinical settings. This study developed and evaluated the Screening Tool for Autism in Two-Year-Olds—Brief Form (STAT-BF) for detecting autism in toddlers aged less than 36 months. In Study 1, two independent samples of 40 toddlers each (20 autistic and 20 with developmental delays [DDs]) were analyzed using chi-square tests to identify discriminative items. Five items (Turn-taking, Bubbles, Snack, Balloon, and Bag of Toys) were retained, with a cutoff score of 3 yielding optimal sensitivity and specificity. Study 2’s validation, based on a sample of 251 toddlers (81 autism, 55 mild- autism, 115 DDs), yielded high sensitivity for autism (0.91; 74/81) and mild-autism (0.91; 50/55), together with good specificity (0.81; 93/115). Administration time was reduced to 5 to 10 min while maintaining screening accuracy. These findings suggest that the STAT-BF may serve as a feasible and efficient Level 2 screening tool for early autism detection among toddlers referred for developmental concerns, particularly in resource-limited clinical settings. Further validation in diverse populations and longitudinal follow-up is warranted to establish generalizability.Lay Abstract Early support can make a big difference in the outcomes of autistic children, but they must first be identified as early as possible. Although reliable autism screening tools exist, many are too time-consuming for high-volume clinical settings. In this study, we developed and validated a shorter version of the Screening Tool for Autism in Two-Year-Olds (STAT) that takes 5 to 10 min. This brief tool focuses on five play-based activities that assess social communication skills in toddlers aged 18 to 36 months. We conducted a two-phase study in Taiwan. The first phase identified the most discriminating items, and the validation phase included 251 toddlers with autism, mild-autism, and developmental delays (DDs). Results showed that the brief form correctly identified over 90% of autistic children, including those with milder symptoms, and correctly ruled out autism in about 80% of children with DDs. This efficient screening method could help more health care providers detect autism early, especially in high-volume clinical settings with limited resources. Because the brief form uses structured play instead of parent questionnaires, it offers direct behavioral observation and increases cultural accessibility for families from a broad range of backgrounds. This brief screening tool could help clinicians more efficiently identify autism among toddlers already referred for developmental evaluation, facilitating timely referral for formal diagnostic confirmation and subsequent access to intervention services. En ligne : https://dx.doi.org/10.1177/13623613261480176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Development of the Screening Tool for Autism in Two-Year-Olds—Brief Form: Accuracy in Detecting Autism in Toddlers [texte imprimé] / Yu-Ru HUNG, Auteur ; Yuh-Ming HOU, Auteur ; Lai-Sang IAO, Auteur ; Chin-Chin WU, Auteur . - p.2805-2815. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2805-2815 Mots-clés : autism  Screening Tool for Autism in Two-Year-Olds  developmental delays  sensitivity  specificity Index. décimale : PER Périodiques Résumé : Early diagnosis of autism is crucial for timely intervention, yet existing screening tools are often limited by administration time in clinical settings. This study developed and evaluated the Screening Tool for Autism in Two-Year-Olds—Brief Form (STAT-BF) for detecting autism in toddlers aged less than 36 months. In Study 1, two independent samples of 40 toddlers each (20 autistic and 20 with developmental delays [DDs]) were analyzed using chi-square tests to identify discriminative items. Five items (Turn-taking, Bubbles, Snack, Balloon, and Bag of Toys) were retained, with a cutoff score of 3 yielding optimal sensitivity and specificity. Study 2’s validation, based on a sample of 251 toddlers (81 autism, 55 mild- autism, 115 DDs), yielded high sensitivity for autism (0.91; 74/81) and mild-autism (0.91; 50/55), together with good specificity (0.81; 93/115). Administration time was reduced to 5 to 10 min while maintaining screening accuracy. These findings suggest that the STAT-BF may serve as a feasible and efficient Level 2 screening tool for early autism detection among toddlers referred for developmental concerns, particularly in resource-limited clinical settings. Further validation in diverse populations and longitudinal follow-up is warranted to establish generalizability.Lay Abstract Early support can make a big difference in the outcomes of autistic children, but they must first be identified as early as possible. Although reliable autism screening tools exist, many are too time-consuming for high-volume clinical settings. In this study, we developed and validated a shorter version of the Screening Tool for Autism in Two-Year-Olds (STAT) that takes 5 to 10 min. This brief tool focuses on five play-based activities that assess social communication skills in toddlers aged 18 to 36 months. We conducted a two-phase study in Taiwan. The first phase identified the most discriminating items, and the validation phase included 251 toddlers with autism, mild-autism, and developmental delays (DDs). Results showed that the brief form correctly identified over 90% of autistic children, including those with milder symptoms, and correctly ruled out autism in about 80% of children with DDs. This efficient screening method could help more health care providers detect autism early, especially in high-volume clinical settings with limited resources. Because the brief form uses structured play instead of parent questionnaires, it offers direct behavioral observation and increases cultural accessibility for families from a broad range of backgrounds. This brief screening tool could help clinicians more efficiently identify autism among toddlers already referred for developmental evaluation, facilitating timely referral for formal diagnostic confirmation and subsequent access to intervention services. En ligne : https://dx.doi.org/10.1177/13623613261480176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Depression Screening Tools for Non- and Minimally Speaking Autistic Adults: Feasibility, Psychometrics, and Wider Validity / Ellen WILKINSON in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2816-2830 Titre : Depression Screening Tools for Non- and Minimally Speaking Autistic Adults: Feasibility, Psychometrics, and Wider Validity Type de document : texte imprimé Auteurs : Ellen WILKINSON, Auteur ; Keya PAI, Auteur ; Andrew JAHODA, Auteur ; Richard P. HASTINGS, Auteur ; Vanessa H. BAL, Auteur Article en page(s) : p.2816-2830 Langues : Anglais (eng) Mots-clés : depression  psychometrics  adults  minimally verbal  minimally speaking  nonverbal Index. décimale : PER Périodiques Résumé : Depression remains underdiagnosed in non- and minimally speaking (NMS) autistic adults, despite caregiver concerns suggesting high rates of mood-related difficulties, as such this study evaluates the validity, reliability, and feasibility of three established caregiver-report depression measures (Anxiety, Depression, and Mood Scale-ADAMS; Glasgow Depression Scale–Caregiver Supplement-GDS-CS; Mood, Interest, and Pleasure Questionnaire-MIPQ) with 160 caregivers of NMS autistic adults. Participants completed surveys, and a subset engaged in cognitive interviews to assess content validity and usability. Psychometric analyses included confirmatory factor analyses, internal consistency estimation, and exploratory cut-off scores based on parent-reported concern about depression. Results indicated that the GDS-CS had the strongest support, showing acceptable model fit, fair reliability, and high caregiver acceptability. The ADAMS also demonstrated strong psychometric properties and feasibility, with the added benefit of capturing related symptoms such as anxiety. The MIPQ, while designed for individuals with limited language, showed poor model fit and lower caregiver usability. Findings support the use of the GDS-CS and ADAMS as promising tools for screening depression in NMS autistic adults and highlight the need for further validation and tailored mental health assessment approaches for this underserved population.Lay Abstract Some autistic people do not use speech to communicate, even when they become adults. These individuals are called minimally speaking (or nonspeaking; NMS). Many parents think their NMS autistic adult children may be depressed, but few have a diagnosis from a doctor. One reason for this is that most ways doctors check for depression ask about feelings using spoken words. This does not work well for people who do not speak. This study asked 160 parents of minimally speaking autistic adults to fill out three surveys that may help identify depression. The surveys were the ADAMS, the GDS-CS, and the MIPQ. The parents answered questions about how their adult children behave, how often certain things happen, and whether they think their child is depressed. Some parents also talked in interviews about how easy or hard the surveys were to understand and complete. The results showed that two of the surveys, the ADAMS and the GDS-CS, worked pretty well and were quick to fill out. Parents said the GDS-CS was the easiest to understand. The third survey, the MIPQ, was harder for parents to use and did not work as well. This study shows that it is possible to screen for depression in autistic adults who do not speak by asking caregivers the right kinds of questions. It also shows that more research is needed to make sure these tools work for everyone. Doctors and caregivers can use these tools to find people who may be feeling depressed and need more help. This is an important step toward making sure all autistic adults, including those who don’t speak, get the mental health care they need. En ligne : https://dx.doi.org/10.1177/13623613261480395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Depression Screening Tools for Non- and Minimally Speaking Autistic Adults: Feasibility, Psychometrics, and Wider Validity [texte imprimé] / Ellen WILKINSON, Auteur ; Keya PAI, Auteur ; Andrew JAHODA, Auteur ; Richard P. HASTINGS, Auteur ; Vanessa H. BAL, Auteur . - p.2816-2830. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2816-2830 Mots-clés : depression  psychometrics  adults  minimally verbal  minimally speaking  nonverbal Index. décimale : PER Périodiques Résumé : Depression remains underdiagnosed in non- and minimally speaking (NMS) autistic adults, despite caregiver concerns suggesting high rates of mood-related difficulties, as such this study evaluates the validity, reliability, and feasibility of three established caregiver-report depression measures (Anxiety, Depression, and Mood Scale-ADAMS; Glasgow Depression Scale–Caregiver Supplement-GDS-CS; Mood, Interest, and Pleasure Questionnaire-MIPQ) with 160 caregivers of NMS autistic adults. Participants completed surveys, and a subset engaged in cognitive interviews to assess content validity and usability. Psychometric analyses included confirmatory factor analyses, internal consistency estimation, and exploratory cut-off scores based on parent-reported concern about depression. Results indicated that the GDS-CS had the strongest support, showing acceptable model fit, fair reliability, and high caregiver acceptability. The ADAMS also demonstrated strong psychometric properties and feasibility, with the added benefit of capturing related symptoms such as anxiety. The MIPQ, while designed for individuals with limited language, showed poor model fit and lower caregiver usability. Findings support the use of the GDS-CS and ADAMS as promising tools for screening depression in NMS autistic adults and highlight the need for further validation and tailored mental health assessment approaches for this underserved population.Lay Abstract Some autistic people do not use speech to communicate, even when they become adults. These individuals are called minimally speaking (or nonspeaking; NMS). Many parents think their NMS autistic adult children may be depressed, but few have a diagnosis from a doctor. One reason for this is that most ways doctors check for depression ask about feelings using spoken words. This does not work well for people who do not speak. This study asked 160 parents of minimally speaking autistic adults to fill out three surveys that may help identify depression. The surveys were the ADAMS, the GDS-CS, and the MIPQ. The parents answered questions about how their adult children behave, how often certain things happen, and whether they think their child is depressed. Some parents also talked in interviews about how easy or hard the surveys were to understand and complete. The results showed that two of the surveys, the ADAMS and the GDS-CS, worked pretty well and were quick to fill out. Parents said the GDS-CS was the easiest to understand. The third survey, the MIPQ, was harder for parents to use and did not work as well. This study shows that it is possible to screen for depression in autistic adults who do not speak by asking caregivers the right kinds of questions. It also shows that more research is needed to make sure these tools work for everyone. Doctors and caregivers can use these tools to find people who may be feeling depressed and need more help. This is an important step toward making sure all autistic adults, including those who don’t speak, get the mental health care they need. En ligne : https://dx.doi.org/10.1177/13623613261480395 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

From Clinic to Home: Validating the Social Communication Scale for Telemedicine-Supported Early Autism Screening in Chinese Toddlers / Li WANG in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2831-2847 Titre : From Clinic to Home: Validating the Social Communication Scale for Telemedicine-Supported Early Autism Screening in Chinese Toddlers Type de document : texte imprimé Auteurs : Li WANG, Auteur ; Yujia SHI, Auteur ; Fei YUAN, Auteur ; Xiujuan GENG, Auteur ; Ziyan MENG, Auteur ; Yipeng WANG, Auteur ; Hon-Cheong SO, Auteur ; Patrick C.M. WONG, Auteur Article en page(s) : p.2831-2847 Langues : Anglais (eng) Mots-clés : Social Communication Scale  autism  early detection  toddlers  telemedicine  machine learning Index. décimale : PER Périodiques Résumé : Telemedicine is reshaping how early autism detection can be delivered, particularly in resource-limited settings. Yet, most existing tele-assessment tools were developed in Western contexts, limiting their cultural applicability. To address this gap, we evaluated the Social Communication Scale (SCS), a brief video-based tool, for telemedicine-supported screening in Chinese toddlers. A total of 170 Chinese toddlers aged 16 to 30 months were recruited. Parent–child interaction videos were recorded at home and subsequently coded using the SCS scheme. Autism likelihood (Elevated vs. Low) was defined using the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) classifications. Reliability and validity were evaluated. Screening accuracy was evaluated using total-score cutoff, logistic regression, and Random Forest (RF) models. The SCS demonstrated good inter-rater reliability (intraclass correlation coefficient [ICC] = 0.87) and moderate convergent validity with ADOS-2 and parent-reported measures of socialization and communication. Both logistic regression and RF outperformed the total-score approach, with RF yielding more balanced performance across metrics. Including demographic variables further improved RF classification performance (area under the receiver operating characteristic curve [AUC] = 0.91; sensitivity = 0.91; specificity = 0.91). The SCS demonstrates potential as a telemedicine-supported screening tool for early autism identification. Further validation in independent samples and against clinical diagnoses is needed to establish its generalizability and diagnostic accuracy.Lay Abstract Telemedicine is changing how early autism detection can be delivered, particularly in areas where specialist services are difficult to access. Telemedicine refers to the use of the internet and other digital technologies to provide health care remotely. Although several telemedicine tools for autism screening and diagnosis have shown promising results, most were developed and tested in Western countries and may not work equally well in different cultural settings. In this study, we evaluated a telemedicine tool called the Social Communication Scale (SCS) in 170 Chinese toddlers aged 16 to 30 months. A short video of a parent and child playing naturally together at home or in another familiar setting was recorded. Trained coders then reviewed the videos and assessed the child’s early social communication behaviors associated with autism. The SCS was able to distinguish between toddlers identified by the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) as having an elevated or low likelihood of autism. Using artificial intelligence (machine learning) alongside the SCS further improved its accuracy. These findings suggest that the SCS could become a useful addition to early autism screening, particularly in places where specialist services are limited. With further testing in larger and more diverse groups of children, this approach could help more families access earlier assessment and support. En ligne : https://dx.doi.org/10.1177/13623613261480732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] From Clinic to Home: Validating the Social Communication Scale for Telemedicine-Supported Early Autism Screening in Chinese Toddlers [texte imprimé] / Li WANG, Auteur ; Yujia SHI, Auteur ; Fei YUAN, Auteur ; Xiujuan GENG, Auteur ; Ziyan MENG, Auteur ; Yipeng WANG, Auteur ; Hon-Cheong SO, Auteur ; Patrick C.M. WONG, Auteur . - p.2831-2847. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2831-2847 Mots-clés : Social Communication Scale  autism  early detection  toddlers  telemedicine  machine learning Index. décimale : PER Périodiques Résumé : Telemedicine is reshaping how early autism detection can be delivered, particularly in resource-limited settings. Yet, most existing tele-assessment tools were developed in Western contexts, limiting their cultural applicability. To address this gap, we evaluated the Social Communication Scale (SCS), a brief video-based tool, for telemedicine-supported screening in Chinese toddlers. A total of 170 Chinese toddlers aged 16 to 30 months were recruited. Parent–child interaction videos were recorded at home and subsequently coded using the SCS scheme. Autism likelihood (Elevated vs. Low) was defined using the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) classifications. Reliability and validity were evaluated. Screening accuracy was evaluated using total-score cutoff, logistic regression, and Random Forest (RF) models. The SCS demonstrated good inter-rater reliability (intraclass correlation coefficient [ICC] = 0.87) and moderate convergent validity with ADOS-2 and parent-reported measures of socialization and communication. Both logistic regression and RF outperformed the total-score approach, with RF yielding more balanced performance across metrics. Including demographic variables further improved RF classification performance (area under the receiver operating characteristic curve [AUC] = 0.91; sensitivity = 0.91; specificity = 0.91). The SCS demonstrates potential as a telemedicine-supported screening tool for early autism identification. Further validation in independent samples and against clinical diagnoses is needed to establish its generalizability and diagnostic accuracy.Lay Abstract Telemedicine is changing how early autism detection can be delivered, particularly in areas where specialist services are difficult to access. Telemedicine refers to the use of the internet and other digital technologies to provide health care remotely. Although several telemedicine tools for autism screening and diagnosis have shown promising results, most were developed and tested in Western countries and may not work equally well in different cultural settings. In this study, we evaluated a telemedicine tool called the Social Communication Scale (SCS) in 170 Chinese toddlers aged 16 to 30 months. A short video of a parent and child playing naturally together at home or in another familiar setting was recorded. Trained coders then reviewed the videos and assessed the child’s early social communication behaviors associated with autism. The SCS was able to distinguish between toddlers identified by the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) as having an elevated or low likelihood of autism. Using artificial intelligence (machine learning) alongside the SCS further improved its accuracy. These findings suggest that the SCS could become a useful addition to early autism screening, particularly in places where specialist services are limited. With further testing in larger and more diverse groups of children, this approach could help more families access earlier assessment and support. En ligne : https://dx.doi.org/10.1177/13623613261480732 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

A Pilot Evaluation of a Web-Based Intervention Aiming to Improve Employer Confidence in Hiring Autistic People / Marianne DAY in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2848-2862 Titre : A Pilot Evaluation of a Web-Based Intervention Aiming to Improve Employer Confidence in Hiring Autistic People Type de document : texte imprimé Auteurs : Marianne DAY, Auteur ; Chantelle WOOD, Auteur ; Elizabeth CORKER, Auteur ; Nick PEARSON, Auteur ; Kelly SCARGILL, Auteur ; Megan FREETH, Auteur Article en page(s) : p.2848-2862 Langues : Anglais (eng) Mots-clés : autism  employment  hiring  workplace adjustments  co-production  digital intervention Index. décimale : PER Périodiques Résumé : Autistic people are underrepresented in the workforce. Reasons for this include insufficient employer knowledge about autism and poor suitability of employment environments and practices. This pre-registered single-arm pre-post pilot trial aimed to assess the acceptability and usability of a set of co-developed web-based resources aimed at employers, the Autism Work Access Resource for Employers (AWARE) toolkit. We designed the resources to improve employer confidence and knowledge in relation to employing Autistic people and to give them a set of practical materials to enhance the inclusivity of their hiring processes. We asked 20 employers who were currently responsible for managing recruitment activities/processes in their organisations to engage with the AWARE toolkit for 1-hr over a 2-week period. Results indicated that employers found the toolkit to be highly acceptable, and rated usability as ‘excellent’. Preliminary indicators of efficacy showed that employers experienced less worry about hiring Autistic people and gained greater knowledge of workplace adjustments by using the toolkit. This study demonstrates the promise of quick-reference resources as part of the solution towards improving access to high-quality employment opportunities for Autistic people.Lay Abstract Autistic people are often underrepresented in employment. In the United Kingdom, only around 3 in 10 Autistic people are currently employed. Barriers to employment include a lack of knowledge among employers about autism, and a lack of understanding about workplace adjustments. Traditional hiring practices, such as job interviews, can also be less accessible for Autistic people. To address these barriers to employment for Autistic people, the researchers have developed a web-based intervention called the AWARE (Autism Work Access Resource for Employers) toolkit. These resources were designed to improve employer knowledge about autism and reasonable adjustments, and to provide resources which can be used in the workplace. The resources include information, links to resources and guidance, checklists and templates which can be downloaded, and videos of employers and Autistic employees talking about their employment experiences. This pilot trial recorded data from 20 employers who were responsible for hiring processes in their organisation. These employers interacted with the web resources and then provided feedback. This showed that it was practical to use the toolkit, that employers liked the resources and that employers reported higher knowledge and lower worry after using the resources. The study shows that providing quick, practical and easy-to-use resources could be an effective way of improving employment opportunities for Autistic people by improving employer knowledge and confidence to provide more inclusive working environments. En ligne : https://dx.doi.org/10.1177/13623613261480736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] A Pilot Evaluation of a Web-Based Intervention Aiming to Improve Employer Confidence in Hiring Autistic People [texte imprimé] / Marianne DAY, Auteur ; Chantelle WOOD, Auteur ; Elizabeth CORKER, Auteur ; Nick PEARSON, Auteur ; Kelly SCARGILL, Auteur ; Megan FREETH, Auteur . - p.2848-2862. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2848-2862 Mots-clés : autism  employment  hiring  workplace adjustments  co-production  digital intervention Index. décimale : PER Périodiques Résumé : Autistic people are underrepresented in the workforce. Reasons for this include insufficient employer knowledge about autism and poor suitability of employment environments and practices. This pre-registered single-arm pre-post pilot trial aimed to assess the acceptability and usability of a set of co-developed web-based resources aimed at employers, the Autism Work Access Resource for Employers (AWARE) toolkit. We designed the resources to improve employer confidence and knowledge in relation to employing Autistic people and to give them a set of practical materials to enhance the inclusivity of their hiring processes. We asked 20 employers who were currently responsible for managing recruitment activities/processes in their organisations to engage with the AWARE toolkit for 1-hr over a 2-week period. Results indicated that employers found the toolkit to be highly acceptable, and rated usability as ‘excellent’. Preliminary indicators of efficacy showed that employers experienced less worry about hiring Autistic people and gained greater knowledge of workplace adjustments by using the toolkit. This study demonstrates the promise of quick-reference resources as part of the solution towards improving access to high-quality employment opportunities for Autistic people.Lay Abstract Autistic people are often underrepresented in employment. In the United Kingdom, only around 3 in 10 Autistic people are currently employed. Barriers to employment include a lack of knowledge among employers about autism, and a lack of understanding about workplace adjustments. Traditional hiring practices, such as job interviews, can also be less accessible for Autistic people. To address these barriers to employment for Autistic people, the researchers have developed a web-based intervention called the AWARE (Autism Work Access Resource for Employers) toolkit. These resources were designed to improve employer knowledge about autism and reasonable adjustments, and to provide resources which can be used in the workplace. The resources include information, links to resources and guidance, checklists and templates which can be downloaded, and videos of employers and Autistic employees talking about their employment experiences. This pilot trial recorded data from 20 employers who were responsible for hiring processes in their organisation. These employers interacted with the web resources and then provided feedback. This showed that it was practical to use the toolkit, that employers liked the resources and that employers reported higher knowledge and lower worry after using the resources. The study shows that providing quick, practical and easy-to-use resources could be an effective way of improving employment opportunities for Autistic people by improving employer knowledge and confidence to provide more inclusive working environments. En ligne : https://dx.doi.org/10.1177/13623613261480736 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Minimal Clinically Important Difference on the Social Responsiveness Scale in Autistic Children Aged 4 to 10 Years / Hangyu TAN in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2863-2872 Titre : Minimal Clinically Important Difference on the Social Responsiveness Scale in Autistic Children Aged 4 to 10 Years Type de document : texte imprimé Auteurs : Hangyu TAN, Auteur ; Lingli ZHANG, Auteur ; Zhenzhen XIE, Auteur ; Luan CHEN, Auteur ; Wenjun XU, Auteur ; Wei ZHOU, Auteur ; Tai REN, Auteur ; Fei LI, Auteur Article en page(s) : p.2863-2872 Langues : Anglais (eng) Mots-clés : minimal clinically important difference  Social Responsiveness Scale  clinical trial  evidence-based medicine  autism Index. décimale : PER Périodiques Résumé : The Social Responsiveness Scale (SRS) is widely used in autism clinical trials to assess treatment effects on core symptoms. However, its minimal clinically important difference (MCID) remains undefined, limiting meaningful interpretation of treatment efficacy. This study pooled data from four clinical trials (542 observations from 319 autistic children, aged 4–10 years) to estimate an anchor-based MCID. Using the Clinical Global Impression-Improvement (CGI-I) scale as an anchor, we employed linear mixed-effects models to estimate MCID, defined as the between-group difference between participants reporting minimal improvement versus no change. We tested interactions among baseline SRS score and clinical characteristics. To complement the anchor-based approach, we also incorporated distribution-based MCID estimates using data from 1,405 autistic children (aged 4–10 years) drawn from an autism registry. We found that MCID depended on baseline SRS score, described by the formula MCID = 10.33 − 0.18 × (baseline SRS score). This translates to MCIDs of 5.87 and 9.47 for baseline SRS scores of 90 and 110, respectively. No significant interactions were found with sex, age, or co-occurring intellectual disability/developmental delay. Distribution-based estimates aligned closely with anchor-based findings. These estimates offer a crucial benchmark for interpreting treatment outcomes in autism trials.Lay Abstract The Social Responsiveness Scale (SRS) is widely used to assess core symptoms in autistic individuals; however, its minimal clinically important difference remains undefined, limiting clinicians’ ability to distinguish meaningful changes from random variations. By analyzing data from over 300 autistic children aged 4 to 10 years across multiple clinical trials and over 1,000 from an autism registry, we showed that the threshold for meaningful clinical improvement varies systematically with baseline SRS score. These findings provide critical benchmarks for interpreting treatment outcomes in clinical practice and autism research. En ligne : https://dx.doi.org/10.1177/13623613261481552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Minimal Clinically Important Difference on the Social Responsiveness Scale in Autistic Children Aged 4 to 10 Years [texte imprimé] / Hangyu TAN, Auteur ; Lingli ZHANG, Auteur ; Zhenzhen XIE, Auteur ; Luan CHEN, Auteur ; Wenjun XU, Auteur ; Wei ZHOU, Auteur ; Tai REN, Auteur ; Fei LI, Auteur . - p.2863-2872. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2863-2872 Mots-clés : minimal clinically important difference  Social Responsiveness Scale  clinical trial  evidence-based medicine  autism Index. décimale : PER Périodiques Résumé : The Social Responsiveness Scale (SRS) is widely used in autism clinical trials to assess treatment effects on core symptoms. However, its minimal clinically important difference (MCID) remains undefined, limiting meaningful interpretation of treatment efficacy. This study pooled data from four clinical trials (542 observations from 319 autistic children, aged 4–10 years) to estimate an anchor-based MCID. Using the Clinical Global Impression-Improvement (CGI-I) scale as an anchor, we employed linear mixed-effects models to estimate MCID, defined as the between-group difference between participants reporting minimal improvement versus no change. We tested interactions among baseline SRS score and clinical characteristics. To complement the anchor-based approach, we also incorporated distribution-based MCID estimates using data from 1,405 autistic children (aged 4–10 years) drawn from an autism registry. We found that MCID depended on baseline SRS score, described by the formula MCID = 10.33 − 0.18 × (baseline SRS score). This translates to MCIDs of 5.87 and 9.47 for baseline SRS scores of 90 and 110, respectively. No significant interactions were found with sex, age, or co-occurring intellectual disability/developmental delay. Distribution-based estimates aligned closely with anchor-based findings. These estimates offer a crucial benchmark for interpreting treatment outcomes in autism trials.Lay Abstract The Social Responsiveness Scale (SRS) is widely used to assess core symptoms in autistic individuals; however, its minimal clinically important difference remains undefined, limiting clinicians’ ability to distinguish meaningful changes from random variations. By analyzing data from over 300 autistic children aged 4 to 10 years across multiple clinical trials and over 1,000 from an autism registry, we showed that the threshold for meaningful clinical improvement varies systematically with baseline SRS score. These findings provide critical benchmarks for interpreting treatment outcomes in clinical practice and autism research. En ligne : https://dx.doi.org/10.1177/13623613261481552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Research Priorities in Autism From a Clinical Setting: Voices of Autistic Adults and Families of Children and Adolescents With Autism Spectrum Disorder / Laura GISBERT-GUSTEMPS in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2873-2889 Titre : Research Priorities in Autism From a Clinical Setting: Voices of Autistic Adults and Families of Children and Adolescents With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Laura GISBERT-GUSTEMPS, Auteur ; María MARTÍNEZ-RAMÍREZ, Auteur ; Imanol SETIEN-RAMOS, Auteur ; Damián RESTOY, Auteur ; Josep Antoni RAMOS-QUIROGA, Auteur ; Jorge LUGO-MARÍN, Auteur Article en page(s) : p.2873-2889 Langues : Anglais (eng) Mots-clés : autism  research priorities  thematic analysis  clinical  interview  survey Index. décimale : PER Périodiques Résumé : This study explored the research priorities of autistic adults and families of children and adolescents with autism spectrum disorder within a hospital-based diagnostic service in Spain. Using a mixed-methods design with interviews and a survey aligned with the Spanish Autism Strategic Plan (2023–2027), 42 participants shared what research they consider most relevant. Both groups prioritized applied research that improves daily life—communication, sensory processing, flexibility, mental health, education, employment, and quality of life. Families also emphasized biomedical topics such as genetics, microbiota, and pharmacological treatments, noting that etiological research should enhance well-being rather than aim to “cure” autism. Autistic adults highlighted the need for more accurate and timely diagnosis, especially for women and late-diagnosed adults, as well as research on masking, autonomy, workplace adaptations, and independent living. Participants perceived limited real-world impact from current autism research due to poor dissemination and scarce practical application, yet interest in future involvement was high, with many willing to collaborate or act as co-researchers. The study shows that participatory research can be successfully embedded in clinical settings and underscores the need for a national research agenda grounded in lived experience and focused on improving everyday well-being.Lay Abstract This study aimed to identify which research topics are most important to autistic adults and to families of children and adolescents with autism spectrum disorder in Spain. Participants were also asked for their views on publicly funded autism research projects from 2020 to 2023 in order to assess whether funding priorities align with what they consider most relevant. A total of 42 people took part (23 family members and 19 autistic adults), all invited through a hospital-based autism diagnostic program in Barcelona. Data were collected through interviews and a survey based on the Spanish Strategic Plan for Autism (2023–2027). Both families and autistic adults agreed that the most useful research is that which improves daily life, particularly in areas such as communication, flexibility, sensory processing, education, employment, mental health, and quality of life. Studies on the causes or genetics of autism were also seen as relevant, provided their goal is to improve the quality of life of autistic people and their families, rather than the eradication of autism. Families placed greater importance on professional training and good health care practices, whereas autistic adults emphasized the need for research on independence, aging, and sensory experiences. Nearly all participants had previously taken part in research and showed strong interest in continuing to do so. Many autistic adults expressed a desire to participate not only as subjects but also as collaborators or co-researchers. This study demonstrates that participatory research can be conducted within a clinical setting, integrating the voices of autistic people and their families into the health care system itself. This approach helps build a more inclusive, respectful, and practically useful autism science. En ligne : https://dx.doi.org/10.1177/13623613261483298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Research Priorities in Autism From a Clinical Setting: Voices of Autistic Adults and Families of Children and Adolescents With Autism Spectrum Disorder [texte imprimé] / Laura GISBERT-GUSTEMPS, Auteur ; María MARTÍNEZ-RAMÍREZ, Auteur ; Imanol SETIEN-RAMOS, Auteur ; Damián RESTOY, Auteur ; Josep Antoni RAMOS-QUIROGA, Auteur ; Jorge LUGO-MARÍN, Auteur . - p.2873-2889. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2873-2889 Mots-clés : autism  research priorities  thematic analysis  clinical  interview  survey Index. décimale : PER Périodiques Résumé : This study explored the research priorities of autistic adults and families of children and adolescents with autism spectrum disorder within a hospital-based diagnostic service in Spain. Using a mixed-methods design with interviews and a survey aligned with the Spanish Autism Strategic Plan (2023–2027), 42 participants shared what research they consider most relevant. Both groups prioritized applied research that improves daily life—communication, sensory processing, flexibility, mental health, education, employment, and quality of life. Families also emphasized biomedical topics such as genetics, microbiota, and pharmacological treatments, noting that etiological research should enhance well-being rather than aim to “cure” autism. Autistic adults highlighted the need for more accurate and timely diagnosis, especially for women and late-diagnosed adults, as well as research on masking, autonomy, workplace adaptations, and independent living. Participants perceived limited real-world impact from current autism research due to poor dissemination and scarce practical application, yet interest in future involvement was high, with many willing to collaborate or act as co-researchers. The study shows that participatory research can be successfully embedded in clinical settings and underscores the need for a national research agenda grounded in lived experience and focused on improving everyday well-being.Lay Abstract This study aimed to identify which research topics are most important to autistic adults and to families of children and adolescents with autism spectrum disorder in Spain. Participants were also asked for their views on publicly funded autism research projects from 2020 to 2023 in order to assess whether funding priorities align with what they consider most relevant. A total of 42 people took part (23 family members and 19 autistic adults), all invited through a hospital-based autism diagnostic program in Barcelona. Data were collected through interviews and a survey based on the Spanish Strategic Plan for Autism (2023–2027). Both families and autistic adults agreed that the most useful research is that which improves daily life, particularly in areas such as communication, flexibility, sensory processing, education, employment, mental health, and quality of life. Studies on the causes or genetics of autism were also seen as relevant, provided their goal is to improve the quality of life of autistic people and their families, rather than the eradication of autism. Families placed greater importance on professional training and good health care practices, whereas autistic adults emphasized the need for research on independence, aging, and sensory experiences. Nearly all participants had previously taken part in research and showed strong interest in continuing to do so. Many autistic adults expressed a desire to participate not only as subjects but also as collaborators or co-researchers. This study demonstrates that participatory research can be conducted within a clinical setting, integrating the voices of autistic people and their families into the health care system itself. This approach helps build a more inclusive, respectful, and practically useful autism science. En ligne : https://dx.doi.org/10.1177/13623613261483298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Surviving to Thriving: A Grounded Theory of Post-Diagnostic Identity Reconstruction in Midlife and Older Autistic Adults / Jennifer A. KIRTON in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2890-2903 Titre : Surviving to Thriving: A Grounded Theory of Post-Diagnostic Identity Reconstruction in Midlife and Older Autistic Adults Type de document : texte imprimé Auteurs : Jennifer A. KIRTON, Auteur ; Angela TOD, Auteur ; Tony RYAN, Auteur Article en page(s) : p.2890-2903 Langues : Anglais (eng) Mots-clés : autism  late diagnosis  identity development  grounded theory  post-diagnostic support  midlife and older autistic adults  well-being  neurodiversity Index. décimale : PER Périodiques Résumé : This study explored how midlife and older autistic adults make sense of receiving an autism diagnosis later in life and how this shapes post-diagnostic identity reconstruction. Although rising numbers of adults are diagnosed in later life, little is known about how they interpret this experience or the factors shaping post-diagnostic adjustment. Constructivist grounded theory was used to examine experiences among 14 autistic midlife and older adults aged 50 to 73. Seventeen semi-structured interviews were analysed using iterative coding and constant comparison. An autistic advisory group supported reflexivity and analytic credibility. Diagnosis was valued but had a liminal effect. Two broad patterns of post-diagnostic experience were identified: surviving, characterised by self-blame and deficit-based interpretations; and thriving, characterised by greater self-compassion, personal agency, and living in ways more aligned with their autistic identity. Thriving was delayed and followed years of identity reconstruction. It unfolded through the Thriving Cycle, comprising three interconnected processes experienced as a dynamic and iterative. The Thriving Cycle illustrates how some midlife and older autistic adults moved beyond diagnostic recognition towards a more integrated and affirming autistic identity. These findings suggest that identity-focused support may help individuals move from ‘survival’ towards greater self-understanding, agency, and well-being.Lay Abstract More adults are being diagnosed as autistic later in life, but little is known about how they make sense of this experience or how it affects their lives afterwards. This study explored how autistic adults diagnosed in midlife and older age understood their diagnosis and how it shaped the way they saw themselves. We interviewed 14 autistic adults aged 50 to 73. We explored their experiences of receiving an autism diagnosis later in life and what happened afterwards. An autistic advisory group helped ensure the findings reflected autistic perspectives. Participants valued receiving a diagnosis, but it also marked a period of uncertainty and adjustment. Two broad patterns of post-diagnostic experience were identified. Some participants remained in a pattern of surviving, marked by self-blame, and seeing themselves in negative ways. Others moved towards thriving, with greater self-compassion, a stronger sense of personal agency, and living in ways that were more consistent with their autistic identity. Thriving did not happen immediately after diagnosis but developed over time through years of making sense of their experiences. The study also identified the Thriving Cycle, a model describing three connected processes that supported thriving. These processes were experienced as ongoing, and people often moved back and forth between them over time. These findings suggest that receiving an autism diagnosis is only the beginning of the journey for many autistic adults. The Thriving Cycle shows how some midlife and older autistic adults moved beyond surviving towards thriving over time. The findings highlight the importance of providing post-diagnostic support to help autistic adults understand themselves and improve their well-being after diagnosis. En ligne : https://dx.doi.org/10.1177/13623613261483304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Surviving to Thriving: A Grounded Theory of Post-Diagnostic Identity Reconstruction in Midlife and Older Autistic Adults [texte imprimé] / Jennifer A. KIRTON, Auteur ; Angela TOD, Auteur ; Tony RYAN, Auteur . - p.2890-2903. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2890-2903 Mots-clés : autism  late diagnosis  identity development  grounded theory  post-diagnostic support  midlife and older autistic adults  well-being  neurodiversity Index. décimale : PER Périodiques Résumé : This study explored how midlife and older autistic adults make sense of receiving an autism diagnosis later in life and how this shapes post-diagnostic identity reconstruction. Although rising numbers of adults are diagnosed in later life, little is known about how they interpret this experience or the factors shaping post-diagnostic adjustment. Constructivist grounded theory was used to examine experiences among 14 autistic midlife and older adults aged 50 to 73. Seventeen semi-structured interviews were analysed using iterative coding and constant comparison. An autistic advisory group supported reflexivity and analytic credibility. Diagnosis was valued but had a liminal effect. Two broad patterns of post-diagnostic experience were identified: surviving, characterised by self-blame and deficit-based interpretations; and thriving, characterised by greater self-compassion, personal agency, and living in ways more aligned with their autistic identity. Thriving was delayed and followed years of identity reconstruction. It unfolded through the Thriving Cycle, comprising three interconnected processes experienced as a dynamic and iterative. The Thriving Cycle illustrates how some midlife and older autistic adults moved beyond diagnostic recognition towards a more integrated and affirming autistic identity. These findings suggest that identity-focused support may help individuals move from ‘survival’ towards greater self-understanding, agency, and well-being.Lay Abstract More adults are being diagnosed as autistic later in life, but little is known about how they make sense of this experience or how it affects their lives afterwards. This study explored how autistic adults diagnosed in midlife and older age understood their diagnosis and how it shaped the way they saw themselves. We interviewed 14 autistic adults aged 50 to 73. We explored their experiences of receiving an autism diagnosis later in life and what happened afterwards. An autistic advisory group helped ensure the findings reflected autistic perspectives. Participants valued receiving a diagnosis, but it also marked a period of uncertainty and adjustment. Two broad patterns of post-diagnostic experience were identified. Some participants remained in a pattern of surviving, marked by self-blame, and seeing themselves in negative ways. Others moved towards thriving, with greater self-compassion, a stronger sense of personal agency, and living in ways that were more consistent with their autistic identity. Thriving did not happen immediately after diagnosis but developed over time through years of making sense of their experiences. The study also identified the Thriving Cycle, a model describing three connected processes that supported thriving. These processes were experienced as ongoing, and people often moved back and forth between them over time. These findings suggest that receiving an autism diagnosis is only the beginning of the journey for many autistic adults. The Thriving Cycle shows how some midlife and older autistic adults moved beyond surviving towards thriving over time. The findings highlight the importance of providing post-diagnostic support to help autistic adults understand themselves and improve their well-being after diagnosis. En ligne : https://dx.doi.org/10.1177/13623613261483304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations / Jessica E. TSCHIDA in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2904-2923 Titre : Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations Type de document : texte imprimé Auteurs : Jessica E. TSCHIDA, Auteur ; Leanne MOORE, Auteur ; Amy C. POWELL, Auteur ; Kirsten WILLAR, Auteur ; Jyothika KALATTURU, Auteur ; Aria KINGSTROM, Auteur ; Izza PEERAN, Auteur ; Amy DRAHOTA, Auteur Article en page(s) : p.2904-2923 Langues : Anglais (eng) Mots-clés : autistic disorder  anxiety  mental health  evidence-based practice  professional practice gaps  adaptation Index. décimale : PER Périodiques Résumé : Differences between research and community care settings contribute to a research-to-practice gap. Engaging community partners in intervention adaptation may better align mental health evidence-based practices (MH-EBPs) with community-based settings and intervention recipients. This study utilized a community-engaged intervention adaptation method (i.e., Adapted Method for Program Adaptation through Community Engagement [AM-PACE]) to develop a community-adapted version of Behavioral Interventions for Anxiety in Children with Autism (BIACA). A Community Advisory Board provided ongoing input about study procedures and results. A mixed methods design was used to obtain community members’ ratings of implementation outcomes and perspectives regarding facilitators, barriers, and possible improvements. Thereafter, a sample of community providers (n = 188) comparatively evaluated the original BIACA and community-adapted BIACA. Community-based data were collected in the United States from July 2024 to August 2025. Adaptations to BIACA suggested by the community included three domains: content, delivery, and training/evaluation. Comparative analyses found community providers rated the community-adapted BIACA as more acceptable and appropriate and reported higher intent to use compared to the original BIACA (p’s < .05, d’s > .17). Adaptations identified through community engagement may enhance the potential for MH-EBPs, such as BIACA, to be implemented in community-based settings.Lay Abstract Anxiety is common among autistic children and can interfere with daily life, school, and relationships. Cognitive behavioral therapy (CBT) is an effective therapy for anxiety, and there are well-established CBT programs designed specifically for autistic youth. However, programs that work well in research settings do not always fit easily into real-world community organizations, such as community mental health centers and outpatient clinics. One reason for this is that autistic youth and adults, caregivers, and community providers are not always involved in shaping how these programs are developed. This study focused on adapting an existing anxiety therapy program for autistic children—Behavioral Interventions for Anxiety in Children with Autism (BIACA)—so that it better fits with the characteristics of community-based settings. The research team used a community-engaged approach, which means that community members were actively involved in reviewing the program and suggesting changes. A Community Advisory Board made up of community members provided guidance throughout the study. In addition, nearly 200 community-based mental health providers reviewed both the original version of BIACA and the adapted version without knowing which was which. We collected community-based data in the United States between July 2024 and August 2025. Community members suggested changes to the therapy’s content, how it is delivered, and how providers are trained and supported to use it. When providers compared the original version of the therapy and the version incorporating the community-suggested changes, they rated the community-adapted version as more acceptable, more appropriate, and more likely to be used in practice. Overall, this study shows that involving community partners to adapt mental health therapies may lead to therapies that providers are more willing and able to use. Community engagement may be a key step in helping effective anxiety therapies reach more autistic youth in everyday care settings. En ligne : https://dx.doi.org/10.1177/13623613261484649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations [texte imprimé] / Jessica E. TSCHIDA, Auteur ; Leanne MOORE, Auteur ; Amy C. POWELL, Auteur ; Kirsten WILLAR, Auteur ; Jyothika KALATTURU, Auteur ; Aria KINGSTROM, Auteur ; Izza PEERAN, Auteur ; Amy DRAHOTA, Auteur . - p.2904-2923. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2904-2923 Mots-clés : autistic disorder  anxiety  mental health  evidence-based practice  professional practice gaps  adaptation Index. décimale : PER Périodiques Résumé : Differences between research and community care settings contribute to a research-to-practice gap. Engaging community partners in intervention adaptation may better align mental health evidence-based practices (MH-EBPs) with community-based settings and intervention recipients. This study utilized a community-engaged intervention adaptation method (i.e., Adapted Method for Program Adaptation through Community Engagement [AM-PACE]) to develop a community-adapted version of Behavioral Interventions for Anxiety in Children with Autism (BIACA). A Community Advisory Board provided ongoing input about study procedures and results. A mixed methods design was used to obtain community members’ ratings of implementation outcomes and perspectives regarding facilitators, barriers, and possible improvements. Thereafter, a sample of community providers (n = 188) comparatively evaluated the original BIACA and community-adapted BIACA. Community-based data were collected in the United States from July 2024 to August 2025. Adaptations to BIACA suggested by the community included three domains: content, delivery, and training/evaluation. Comparative analyses found community providers rated the community-adapted BIACA as more acceptable and appropriate and reported higher intent to use compared to the original BIACA (p’s < .05, d’s > .17). Adaptations identified through community engagement may enhance the potential for MH-EBPs, such as BIACA, to be implemented in community-based settings.Lay Abstract Anxiety is common among autistic children and can interfere with daily life, school, and relationships. Cognitive behavioral therapy (CBT) is an effective therapy for anxiety, and there are well-established CBT programs designed specifically for autistic youth. However, programs that work well in research settings do not always fit easily into real-world community organizations, such as community mental health centers and outpatient clinics. One reason for this is that autistic youth and adults, caregivers, and community providers are not always involved in shaping how these programs are developed. This study focused on adapting an existing anxiety therapy program for autistic children—Behavioral Interventions for Anxiety in Children with Autism (BIACA)—so that it better fits with the characteristics of community-based settings. The research team used a community-engaged approach, which means that community members were actively involved in reviewing the program and suggesting changes. A Community Advisory Board made up of community members provided guidance throughout the study. In addition, nearly 200 community-based mental health providers reviewed both the original version of BIACA and the adapted version without knowing which was which. We collected community-based data in the United States between July 2024 and August 2025. Community members suggested changes to the therapy’s content, how it is delivered, and how providers are trained and supported to use it. When providers compared the original version of the therapy and the version incorporating the community-suggested changes, they rated the community-adapted version as more acceptable, more appropriate, and more likely to be used in practice. Overall, this study shows that involving community partners to adapt mental health therapies may lead to therapies that providers are more willing and able to use. Community engagement may be a key step in helping effective anxiety therapies reach more autistic youth in everyday care settings. En ligne : https://dx.doi.org/10.1177/13623613261484649 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Do Autistic Adolescents Talk Differently in Same-Sex Versus Mixed-Sex Conversations? / Sunghye CHO in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2924-2934 Titre : Do Autistic Adolescents Talk Differently in Same-Sex Versus Mixed-Sex Conversations? Type de document : texte imprimé Auteurs : Sunghye CHO, Auteur ; Lizzy FULOP, Auteur ; Alexandria MULQUEEN, Auteur ; Calliana FAULK, Auteur ; Aniela BORDOFSKY, Auteur ; Zachary J. WILLIAMS, Auteur ; Ty VERNON, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.2924-2934 Langues : Anglais (eng) Mots-clés : autism  language  communication  sex differences  context  conversation  adolescence  conversation partner Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle with social communication, but the nature of each person’s difficulties varies substantially by context. Recent conversation-based research suggests that males and females (autistic and nonautistic) produce subtle but consistent differences in language during spontaneous conversation. However, the majority of prior studies of conversation in autism include female conversation partners only rather than systematically manipulating whether conversation dyads were same-sex or mixed-sex, thus limiting the generalizability of the findings to everyday life. In this first-of-its-kind study, we examine speech-language behavior in 35 autistic adolescents engaged in two 5-min conversations with nonautistic partners who were sex-matched or -mismatched to the participant. Data were collected at a public research university in the United States as part of a baseline assessment for a randomized control trial that concluded in 2015. Linear mixed effects regression revealed significant effects of sex-match or -mismatch on language, such that participants in same-sex conversations were more talkative, took longer turns, and paused differently than participants in mixed-sex conversations. Results highlight the importance of considering a partner’s demographic characteristics when designing studies involving natural language in autism and suggest that prior research with single-sex conversation partners should be interpreted cautiously as results may not generalize to real-world contexts. Improved understanding of everyday conversational language in autism can be used to inform neurodiversity-affirming supportive interventions while also identifying robust linguistic markers of social phenotype that can be used as outcome measures in future clinical trials.Lay Abstract Autistic individuals often speak and interact differently than nonautistic people, which can lead to challenges when these groups engage in conversation together. Communication can look very different according to the situation, however, including who is in the conversation. For example, prior research found sex differences in autistic language during natural, get-to-know-you conversations, but most existing studies did not consider the potential influence of who a person is talking to. In other words, does it matter whether you are talking to someone that is similar to you versus different from you? This gap in prior research limits our understanding of how natural conversation plays out in real life, when individuals talk to a wide variety of people. In this first-of-its-kind study, we examine whether autistic participants’ language changes depending on whether they talk to a male or a female conversation partner. Thirty-five female and male autistic adolescents participated in two 5-min conversations with nonautistic partners who were sex-matched or -mismatched to the participant. Analyses showed that participants in same-sex conversations were more talkative, took longer turns, and paused differently than participants in mixed-sex conversations. Results highlight the importance of considering partner characteristics when analyzing natural language in autism and suggest that prior research should be interpreted cautiously as results may not generalize to real-world contexts. This study contributes to the goal of better understanding conversational language in autism. En ligne : https://dx.doi.org/10.1177/13623613261485603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Do Autistic Adolescents Talk Differently in Same-Sex Versus Mixed-Sex Conversations? [texte imprimé] / Sunghye CHO, Auteur ; Lizzy FULOP, Auteur ; Alexandria MULQUEEN, Auteur ; Calliana FAULK, Auteur ; Aniela BORDOFSKY, Auteur ; Zachary J. WILLIAMS, Auteur ; Ty VERNON, Auteur ; Julia PARISH-MORRIS, Auteur . - p.2924-2934. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2924-2934 Mots-clés : autism  language  communication  sex differences  context  conversation  adolescence  conversation partner Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle with social communication, but the nature of each person’s difficulties varies substantially by context. Recent conversation-based research suggests that males and females (autistic and nonautistic) produce subtle but consistent differences in language during spontaneous conversation. However, the majority of prior studies of conversation in autism include female conversation partners only rather than systematically manipulating whether conversation dyads were same-sex or mixed-sex, thus limiting the generalizability of the findings to everyday life. In this first-of-its-kind study, we examine speech-language behavior in 35 autistic adolescents engaged in two 5-min conversations with nonautistic partners who were sex-matched or -mismatched to the participant. Data were collected at a public research university in the United States as part of a baseline assessment for a randomized control trial that concluded in 2015. Linear mixed effects regression revealed significant effects of sex-match or -mismatch on language, such that participants in same-sex conversations were more talkative, took longer turns, and paused differently than participants in mixed-sex conversations. Results highlight the importance of considering a partner’s demographic characteristics when designing studies involving natural language in autism and suggest that prior research with single-sex conversation partners should be interpreted cautiously as results may not generalize to real-world contexts. Improved understanding of everyday conversational language in autism can be used to inform neurodiversity-affirming supportive interventions while also identifying robust linguistic markers of social phenotype that can be used as outcome measures in future clinical trials.Lay Abstract Autistic individuals often speak and interact differently than nonautistic people, which can lead to challenges when these groups engage in conversation together. Communication can look very different according to the situation, however, including who is in the conversation. For example, prior research found sex differences in autistic language during natural, get-to-know-you conversations, but most existing studies did not consider the potential influence of who a person is talking to. In other words, does it matter whether you are talking to someone that is similar to you versus different from you? This gap in prior research limits our understanding of how natural conversation plays out in real life, when individuals talk to a wide variety of people. In this first-of-its-kind study, we examine whether autistic participants’ language changes depending on whether they talk to a male or a female conversation partner. Thirty-five female and male autistic adolescents participated in two 5-min conversations with nonautistic partners who were sex-matched or -mismatched to the participant. Analyses showed that participants in same-sex conversations were more talkative, took longer turns, and paused differently than participants in mixed-sex conversations. Results highlight the importance of considering partner characteristics when analyzing natural language in autism and suggest that prior research should be interpreted cautiously as results may not generalize to real-world contexts. This study contributes to the goal of better understanding conversational language in autism. En ligne : https://dx.doi.org/10.1177/13623613261485603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Experienced Autism: Contributions of Childhood Adversity and Internal Distress in Adult Autism Assessments / Howard CHILDS in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2935-2948 Titre : Experienced Autism: Contributions of Childhood Adversity and Internal Distress in Adult Autism Assessments Type de document : texte imprimé Auteurs : Howard CHILDS, Auteur ; Raja MUKHERJEE, Auteur ; Tini RIESE, Auteur ; Mark KENNEDY, Auteur Article en page(s) : p.2935-2948 Langues : Anglais (eng) Mots-clés : anxiety  clinical/diagnoses  autism  co-occurring conditions  depression  mental health  health services  contexts  adults  populations  topics  diagnosis Index. décimale : PER Périodiques Résumé : Adult autism assessments prioritise clinician observations and developmental history, whereas many adults understand autism through lived experience. Within this tension, factors influencing high endorsement of autistic traits remain unclear. We analysed 245 consecutive NHS first adult autism assessments (median age = 33 years, 52% female), including Social Responsiveness Scale-2 (SRS‑2), Generalised Anxiety Disorder-7 (GAD‑7), Patient Health Questionnaire-9 (PHQ‑9) and Adverse Childhood Experiences (ACE) questionnaire. Although internalising symptoms and childhood adversity were common, neither was significantly associated with clinic-diagnosed autism (CA; 56.7%, n = 141). We defined ‘experienced autism’ (EA) as moderate or above scores on both SRS‑2 domains. Thirty‑five per cent of EA adults (64/181) did not meet clinical diagnostic thresholds. Linear models adjusted for sex closely associated EA with elevated internalising symptoms (GAD‑7 and PHQ‑9) regardless of CA (all p ⩽ .002). Cumulative ACE scores did not distinguish EA/CA groups but were independently associated with female sex (p = .012). Exploratory multinomial analyses suggested that childhood sensory overwhelm and internalising may contribute to convergence of EA and CA. Associations involving childhood maltreatment were less robust and should be considered hypothesis-generating. These findings support a preliminary hypothesis that elevated autism self-reports may sometimes reflect transdiagnostic associations between adversity and internalising symptoms.Lay Abstract Many adults seeking autism assessments score highly on autism questionnaires, but not all receive an autism diagnosis. This can feel invalidating and may leave people without support. During autism assessments at our NHS clinic, previously unassessed adults completed questionnaires about autism, anxiety, low mood and adverse childhood experiences, including abuse, family difficulties and sensory overwhelm. We reviewed 245 assessment reports (average age 35 years, about half women). We found high levels of childhood adversity, previous mental health diagnoses and current anxiety and depression in our clinic. These levels were similar for adults who received a diagnose of autism (57%) and those who did not (43%). High scores on autism questionnaires were common, yet 35% of adults with moderate or higher scores did not receive a diagnosis. Statistical analyses suggested that high autism questionnaire scores were strongly linked to higher anxiety and depression symptoms for both men and women. Women attending the clinic reported more adverse childhood experiences. When we considered current anxiety and depression, childhood adversity and sex together in the same statistical model, adults who scored highly on the autism questionnaire and were diagnosed autistic at the clinic were more likely to report sensory difficulties in childhood. Some exploratory findings suggested that childhood experiences may contribute differently across groups, although these patterns require replication in future research. Overall, our findings suggest that in first-time adult autism assessments, autism questionnaire scores may be influenced by worry, low mood, difficult childhoods and social experiences, as much as by autism. Our findings support closer connections between adult autism clinics and trauma and mental health specialists, both for diagnosis and for support options. As research links difficult childhoods with many adult health conditions, it may be important to consider anxiety, depression and childhood experiences when thinking about possible autism or connections to other conditions. En ligne : https://dx.doi.org/10.1177/13623613261485612 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Experienced Autism: Contributions of Childhood Adversity and Internal Distress in Adult Autism Assessments [texte imprimé] / Howard CHILDS, Auteur ; Raja MUKHERJEE, Auteur ; Tini RIESE, Auteur ; Mark KENNEDY, Auteur . - p.2935-2948. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2935-2948 Mots-clés : anxiety  clinical/diagnoses  autism  co-occurring conditions  depression  mental health  health services  contexts  adults  populations  topics  diagnosis Index. décimale : PER Périodiques Résumé : Adult autism assessments prioritise clinician observations and developmental history, whereas many adults understand autism through lived experience. Within this tension, factors influencing high endorsement of autistic traits remain unclear. We analysed 245 consecutive NHS first adult autism assessments (median age = 33 years, 52% female), including Social Responsiveness Scale-2 (SRS‑2), Generalised Anxiety Disorder-7 (GAD‑7), Patient Health Questionnaire-9 (PHQ‑9) and Adverse Childhood Experiences (ACE) questionnaire. Although internalising symptoms and childhood adversity were common, neither was significantly associated with clinic-diagnosed autism (CA; 56.7%, n = 141). We defined ‘experienced autism’ (EA) as moderate or above scores on both SRS‑2 domains. Thirty‑five per cent of EA adults (64/181) did not meet clinical diagnostic thresholds. Linear models adjusted for sex closely associated EA with elevated internalising symptoms (GAD‑7 and PHQ‑9) regardless of CA (all p ⩽ .002). Cumulative ACE scores did not distinguish EA/CA groups but were independently associated with female sex (p = .012). Exploratory multinomial analyses suggested that childhood sensory overwhelm and internalising may contribute to convergence of EA and CA. Associations involving childhood maltreatment were less robust and should be considered hypothesis-generating. These findings support a preliminary hypothesis that elevated autism self-reports may sometimes reflect transdiagnostic associations between adversity and internalising symptoms.Lay Abstract Many adults seeking autism assessments score highly on autism questionnaires, but not all receive an autism diagnosis. This can feel invalidating and may leave people without support. During autism assessments at our NHS clinic, previously unassessed adults completed questionnaires about autism, anxiety, low mood and adverse childhood experiences, including abuse, family difficulties and sensory overwhelm. We reviewed 245 assessment reports (average age 35 years, about half women). We found high levels of childhood adversity, previous mental health diagnoses and current anxiety and depression in our clinic. These levels were similar for adults who received a diagnose of autism (57%) and those who did not (43%). High scores on autism questionnaires were common, yet 35% of adults with moderate or higher scores did not receive a diagnosis. Statistical analyses suggested that high autism questionnaire scores were strongly linked to higher anxiety and depression symptoms for both men and women. Women attending the clinic reported more adverse childhood experiences. When we considered current anxiety and depression, childhood adversity and sex together in the same statistical model, adults who scored highly on the autism questionnaire and were diagnosed autistic at the clinic were more likely to report sensory difficulties in childhood. Some exploratory findings suggested that childhood experiences may contribute differently across groups, although these patterns require replication in future research. Overall, our findings suggest that in first-time adult autism assessments, autism questionnaire scores may be influenced by worry, low mood, difficult childhoods and social experiences, as much as by autism. Our findings support closer connections between adult autism clinics and trauma and mental health specialists, both for diagnosis and for support options. As research links difficult childhoods with many adult health conditions, it may be important to consider anxiety, depression and childhood experiences when thinking about possible autism or connections to other conditions. En ligne : https://dx.doi.org/10.1177/13623613261485612 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Short Report: Autism in Popular Media: A Google Trends Analysis of Public Interest / Kevin REBECCHI in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2949-2954 Titre : Short Report: Autism in Popular Media: A Google Trends Analysis of Public Interest Type de document : texte imprimé Auteurs : Kevin REBECCHI, Auteur ; Anders NORDAHL-HANSEN, Auteur Article en page(s) : p.2949-2954 Langues : Anglais (eng) Mots-clés : autism  Asperger  google trends  popular media  public interest  media representation  online search behaviour Index. décimale : PER Périodiques Résumé : Public interest in autism-related topics can be tracked through online search behaviour, yet little is known about how popular media portrayals structure this interest over time. This study analysed Google Trends data for autism and Asperger between 2004 and 2025, focusing on popular media-related results within the categories Movies and TV & Video. Results showed a progressive increase in search interest for autism and a decline for Asperger in both categories, alongside a marked concentration of attention around a small number of highly recurrent media references. Male-coded characters dominated the sample, although several recent female portrayals generated substantial interest. These findings highlight the role of popular media in shaping the terms, figures and representations through which autism becomes visible online.Lay Abstract This study looked at how people search online for information about autism and Asperger’s, and how popular movies and TV shows influence that interest. By analysing Google Trends data from 2004 to 2025, we found that searches for autism have steadily increased, while searches for Asperger have declined. A small number of media portrayals accounted for most of the search activity, showing that certain portrayals strongly shape public curiosity. Most of these characters were male, although interest in female autistic characters has grown in recent years. Overall, the findings suggest that popular media play an important role in how the public learns about and understands autism, influencing which terms, stories and representations become most visible online. En ligne : https://dx.doi.org/10.1177/13623613261489305 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Short Report: Autism in Popular Media: A Google Trends Analysis of Public Interest [texte imprimé] / Kevin REBECCHI, Auteur ; Anders NORDAHL-HANSEN, Auteur . - p.2949-2954. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2949-2954 Mots-clés : autism  Asperger  google trends  popular media  public interest  media representation  online search behaviour Index. décimale : PER Périodiques Résumé : Public interest in autism-related topics can be tracked through online search behaviour, yet little is known about how popular media portrayals structure this interest over time. This study analysed Google Trends data for autism and Asperger between 2004 and 2025, focusing on popular media-related results within the categories Movies and TV & Video. Results showed a progressive increase in search interest for autism and a decline for Asperger in both categories, alongside a marked concentration of attention around a small number of highly recurrent media references. Male-coded characters dominated the sample, although several recent female portrayals generated substantial interest. These findings highlight the role of popular media in shaping the terms, figures and representations through which autism becomes visible online.Lay Abstract This study looked at how people search online for information about autism and Asperger’s, and how popular movies and TV shows influence that interest. By analysing Google Trends data from 2004 to 2025, we found that searches for autism have steadily increased, while searches for Asperger have declined. A small number of media portrayals accounted for most of the search activity, showing that certain portrayals strongly shape public curiosity. Most of these characters were male, although interest in female autistic characters has grown in recent years. Overall, the findings suggest that popular media play an important role in how the public learns about and understands autism, influencing which terms, stories and representations become most visible online. En ligne : https://dx.doi.org/10.1177/13623613261489305 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

From Waiting to Action: Why the Autism Field Must Embrace Efficient Service Delivery Models for Diagnostic Assessment / Ashley DE MARCHENA in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2955-2963 Titre : From Waiting to Action: Why the Autism Field Must Embrace Efficient Service Delivery Models for Diagnostic Assessment Type de document : texte imprimé Auteurs : Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Brian FREEDMAN, Auteur ; Lindsay SHEA, Auteur ; Jill LOCKE, Auteur ; Peter F. CRONHOLM, Auteur ; Stephen S. LEFF, Auteur ; Giacomo VIVANTI, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.2955-2963 Langues : Anglais (eng) Mots-clés : autism  diagnosis  early detection  assessment  service delivery Index. décimale : PER Périodiques Résumé : Waiting lists for an autism evaluation delay timely diagnosis and entry into autism-specific early intervention. To solve this crisis, our field must increase capacity by embracing efficient diagnostic processes. Traditional diagnostic pathways involve complex evaluations and rely on a highly trained but limited pool of specialists, which elongate wait times. Evidence suggests that emerging approaches, including telehealth assessments, primary care diagnosis, and tiered models, reduce barriers. We guide readers through five core issues critical to updating the standard of care for early autism assessment: (1) What are the consequences of maintaining the status quo? (2) What do families prioritize? (3) What evidence supports efficient diagnostic models? (4) What are the consequences of reducing accuracy? and (5) What level of assessment depth is needed to inform action? Our team contends that the critical advantages of adopting efficient service delivery models far outweigh the disadvantages. Collaboration across disciplines, and trust in families’ insights, will help build capacity. We conclude with actionable recommendations for clinicians and policymakers in support of adopting these models.Lay Abstract The growing demand for autism diagnostic services has outpaced available resources. This creates significant delays in first diagnosis and entry into early intervention services (early diagnosis and intervention improve outcomes). Expert diagnosticians in the field have debated – and tested – streamlined and flexible alternative diagnostic processes to speed up access to services; we believe that the advantages of such approaches outweigh the disadvantages, and that evidence supports updating our current standards. En ligne : https://dx.doi.org/10.1177/13623613261474938 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] From Waiting to Action: Why the Autism Field Must Embrace Efficient Service Delivery Models for Diagnostic Assessment [texte imprimé] / Ashley DE MARCHENA, Auteur ; Andrea Trubanova WIECKOWSKI, Auteur ; Brian FREEDMAN, Auteur ; Lindsay SHEA, Auteur ; Jill LOCKE, Auteur ; Peter F. CRONHOLM, Auteur ; Stephen S. LEFF, Auteur ; Giacomo VIVANTI, Auteur ; Diana L. ROBINS, Auteur . - p.2955-2963. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2955-2963 Mots-clés : autism  diagnosis  early detection  assessment  service delivery Index. décimale : PER Périodiques Résumé : Waiting lists for an autism evaluation delay timely diagnosis and entry into autism-specific early intervention. To solve this crisis, our field must increase capacity by embracing efficient diagnostic processes. Traditional diagnostic pathways involve complex evaluations and rely on a highly trained but limited pool of specialists, which elongate wait times. Evidence suggests that emerging approaches, including telehealth assessments, primary care diagnosis, and tiered models, reduce barriers. We guide readers through five core issues critical to updating the standard of care for early autism assessment: (1) What are the consequences of maintaining the status quo? (2) What do families prioritize? (3) What evidence supports efficient diagnostic models? (4) What are the consequences of reducing accuracy? and (5) What level of assessment depth is needed to inform action? Our team contends that the critical advantages of adopting efficient service delivery models far outweigh the disadvantages. Collaboration across disciplines, and trust in families’ insights, will help build capacity. We conclude with actionable recommendations for clinicians and policymakers in support of adopting these models.Lay Abstract The growing demand for autism diagnostic services has outpaced available resources. This creates significant delays in first diagnosis and entry into early intervention services (early diagnosis and intervention improve outcomes). Expert diagnosticians in the field have debated – and tested – streamlined and flexible alternative diagnostic processes to speed up access to services; we believe that the advantages of such approaches outweigh the disadvantages, and that evidence supports updating our current standards. En ligne : https://dx.doi.org/10.1177/13623613261474938 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595