Ameliorating the disadvantage for autistic job seekers: An initial evaluation of adapted employment interview questions / Katie MARAS in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1060-1075 Titre : Ameliorating the disadvantage for autistic job seekers: An initial evaluation of adapted employment interview questions Type de document : Texte imprimé et/ou numérique Auteurs : Katie MARAS, Auteur ; Jade Eloise NORRIS, Auteur ; Jemma NICHOLSON, Auteur ; Brett HEASMAN, Auteur ; Anna REMINGTON, Auteur ; Laura CRANE, Auteur Article en page(s) : p.1060-1075 Langues : Anglais (eng) Mots-clés : adaptations  autism  employment  impression management  interviewing  perceptions Index. décimale : PER Périodiques Résumé : Despite possessing valuable skills, differences in the way that autistic people understand and respond to others in social situations mean that they are frequently disadvantaged in job interviews. We examined how autistic and non-autistic adults compared on standard (unmodified) job interview questions, and then used these findings to develop and evaluate supportive adaptations to questions. Fifty adults (25 autistic, 25 non-autistic) took part in two mock job interviews. Interview 1 provided a baseline measure of performance when answering typical, unmodified interview questions. Employment experts (unaware of participants' autism diagnoses) rated all interviewees on their responses to each question and their overall impressions of them and then provided feedback about how interviewees could improve and how questions could be adapted to facilitate this. Interviewees also provided feedback about the interview process, from their perspective. Adaptations to the questions were developed, with Interview 2 taking place approximately 6?months later. Results demonstrated that, in Interview 1, employment experts rated autistic interviewees less favourably than non-autistic interviewees. Ratings of both autistic and non-autistic participants' answers improved in Interview 2, but particularly for autistic interviewees (such that differences between autistic and non-autistic interviewees' performance reduced in Interview 2). Employers should be aware that adaptations to job interview questions are critical to level the playing field for autistic candidates. En ligne : http://dx.doi.org/10.1177/1362361320981319 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Ameliorating the disadvantage for autistic job seekers: An initial evaluation of adapted employment interview questions [Texte imprimé et/ou numérique] / Katie MARAS, Auteur ; Jade Eloise NORRIS, Auteur ; Jemma NICHOLSON, Auteur ; Brett HEASMAN, Auteur ; Anna REMINGTON, Auteur ; Laura CRANE, Auteur . - p.1060-1075. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1060-1075 Mots-clés : adaptations  autism  employment  impression management  interviewing  perceptions Index. décimale : PER Périodiques Résumé : Despite possessing valuable skills, differences in the way that autistic people understand and respond to others in social situations mean that they are frequently disadvantaged in job interviews. We examined how autistic and non-autistic adults compared on standard (unmodified) job interview questions, and then used these findings to develop and evaluate supportive adaptations to questions. Fifty adults (25 autistic, 25 non-autistic) took part in two mock job interviews. Interview 1 provided a baseline measure of performance when answering typical, unmodified interview questions. Employment experts (unaware of participants' autism diagnoses) rated all interviewees on their responses to each question and their overall impressions of them and then provided feedback about how interviewees could improve and how questions could be adapted to facilitate this. Interviewees also provided feedback about the interview process, from their perspective. Adaptations to the questions were developed, with Interview 2 taking place approximately 6?months later. Results demonstrated that, in Interview 1, employment experts rated autistic interviewees less favourably than non-autistic interviewees. Ratings of both autistic and non-autistic participants' answers improved in Interview 2, but particularly for autistic interviewees (such that differences between autistic and non-autistic interviewees' performance reduced in Interview 2). Employers should be aware that adaptations to job interview questions are critical to level the playing field for autistic candidates. En ligne : http://dx.doi.org/10.1177/1362361320981319 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Autistic girls and school exclusion: Perspectives of students and their parents / Kelda SPROSTON in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Autistic girls and school exclusion: Perspectives of students and their parents Type de document : Texte imprimé et/ou numérique Auteurs : Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Autistic girls and school exclusion: Perspectives of students and their parents [Texte imprimé et/ou numérique] / Kelda SPROSTON, Auteur ; Felicity SEDGEWICK, Auteur ; Laura CRANE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsIf a child?s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little is known about experiences of school exclusion from the perspectives of autistic students and/or their parents. This is particularly the case for girls on the autism spectrum.MethodsSemi-structured interviews were conducted with eight autistic girls and their parents (seven mothers, one father). Interviews explored experiences of mainstream schooling; alternative educational provisions that were offered (if any); the school exclusion process; and the girls? current educational provision. As well as asking the girls and their parents about positive and negative aspects of their past and current experiences, participants were asked to reflect on areas for potential improvements.ResultsInterviews were analysed using thematic analysis and three key themes emerged from the data: inappropriate school environments (including problems with the sensory environment, difficulties when placed with inappropriate peers and general pressures of mainstream classrooms), tensions in school relationships (including problems with staff and peers, alongside a general lack of communication), and problems with staff responses (including a perceived lack of understanding of the girls? needs and a lack of appropriate support being provided, resulting in ?battles? between parents and schools).ConclusionsThe themes and subthemes that emerged from the interviews were not unique to autistic girls. Indeed, issues such as inappropriate school environments, a lack of staff understanding and breakdowns in relationships have been repeatedly raised by parents and young autistic people (mostly boys) in other studies, albeit in different environments. Nevertheless, the results highlight that more needs to be done to positively influence the direction of the girls? educational journeys.ImplicationsTo improve the inclusion of autistic girls, it is recommended that educational establishments be proactive in developing inclusive environments, build positive relationships (both in and outside of the classroom) and, if exclusion is unavoidable, better support students both before and after the process. En ligne : https://doi.org/10.1177/2396941517706172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Autistic parents' views and experiences of talking about autism with their autistic children / Laura CRANE in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1161-1167 Titre : Autistic parents' views and experiences of talking about autism with their autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Lok Man LUI, Auteur ; Jade DAVIES, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1161-1167 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  diagnosis  disclosure  family functioning and support  parents Index. décimale : PER Périodiques Résumé : Previous research examining how parents talk about autism with their children has tended to focus on parents who are not autistic themselves. We collected information on this topic from 34 autistic parents of autistic children (most of whom had told their children about their diagnosis). We found similarities, but also differences, between the views and experiences of autistic parents in this research and those reported in previous research (in studies of largely non-autistic parents). Similarities include the following: it is important to be open and honest about the diagnosis; the diagnosis should be introduced/discussed as early as possible; discussions should be tailored to each individual child's needs; and we should not overlook the challenges associated with autism, but it is important to focus on positive aspects too. Differences include the following: autistic parents used personal experiences in conversations about autism, which was felt to result in increased understanding and empathy with their children; autistic parents overwhelmingly focused on more positive aspects of an autism diagnosis; our sample did not express concerns that discussions could have negative consequences too (e.g. making children more anxious); and autistic parents did not want or need professional support to talk about autism with their children (instead, they felt confident in using their own knowledge/experiences to guide discussions). En ligne : http://dx.doi.org/10.1177/1362361320981317 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Autistic parents' views and experiences of talking about autism with their autistic children [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Lok Man LUI, Auteur ; Jade DAVIES, Auteur ; Elizabeth PELLICANO, Auteur . - p.1161-1167. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1161-1167 Mots-clés : autism spectrum disorders  diagnosis  disclosure  family functioning and support  parents Index. décimale : PER Périodiques Résumé : Previous research examining how parents talk about autism with their children has tended to focus on parents who are not autistic themselves. We collected information on this topic from 34 autistic parents of autistic children (most of whom had told their children about their diagnosis). We found similarities, but also differences, between the views and experiences of autistic parents in this research and those reported in previous research (in studies of largely non-autistic parents). Similarities include the following: it is important to be open and honest about the diagnosis; the diagnosis should be introduced/discussed as early as possible; discussions should be tailored to each individual child's needs; and we should not overlook the challenges associated with autism, but it is important to focus on positive aspects too. Differences include the following: autistic parents used personal experiences in conversations about autism, which was felt to result in increased understanding and empathy with their children; autistic parents overwhelmingly focused on more positive aspects of an autism diagnosis; our sample did not express concerns that discussions could have negative consequences too (e.g. making children more anxious); and autistic parents did not want or need professional support to talk about autism with their children (instead, they felt confident in using their own knowledge/experiences to guide discussions). En ligne : http://dx.doi.org/10.1177/1362361320981317 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind / Laura CRANE in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.205-219 Titre : Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur Article en page(s) : p.205-219 Mots-clés : autism  autobiographical memory  depressed mood  rumination  working memory  theory of mind Index. décimale : PER Périodiques Résumé : Autobiographical memory difficulties have been widely reported in adults with autism spectrum disorder (ASD). The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults. En ligne : http://dx.doi.org/10.1177/1362361311418690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Lorna GODDARD, Auteur ; Linda PRING, Auteur . - p.205-219. in Autism > 17-2 (March 2013) . - p.205-219 Mots-clés : autism  autobiographical memory  depressed mood  rumination  working memory  theory of mind Index. décimale : PER Périodiques Résumé : Autobiographical memory difficulties have been widely reported in adults with autism spectrum disorder (ASD). The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults. En ligne : http://dx.doi.org/10.1177/1362361311418690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Benefits and harms of interventions to improve anxiety, depression, and other mental health outcomes for autistic people: A systematic review and network meta-analysis of randomised controlled trials / Audrey LINDEN in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.7-30 Titre : Benefits and harms of interventions to improve anxiety, depression, and other mental health outcomes for autistic people: A systematic review and network meta-analysis of randomised controlled trials Type de document : Texte imprimé et/ou numérique Auteurs : Audrey LINDEN, Auteur ; Lawrence BEST, Auteur ; Freya ELISE, Auteur ; Danielle ROBERTS, Auteur ; Aoife BRANAGAN, Auteur ; Yong Boon Ernest TAY, Auteur ; Laura CRANE, Auteur ; James CUSACK, Auteur ; Brian DAVIDSON, Auteur ; Ian DAVIDSON, Auteur ; Caroline HEARST, Auteur ; William MANDY, Auteur ; Dheeraj RAI, Auteur ; Edward SMITH, Auteur ; Kurinchi GURUSAMY, Auteur Article en page(s) : p.7-30 Langues : Anglais (eng) Mots-clés : adolescents  adults  anxiety  autism spectrum disorders  depression  interventions - pharmacologic  interventions - psychosocial/behavioural  school-age children Index. décimale : PER Périodiques Résumé : Mental health difficulties are prevalent in autistic people with ~14%-50% having experienced depression and ~40%-80% having experienced anxiety disorders. Identifying interventions that improve autistic people’s mental health is a top priority. However, at present, there is no high-quality network meta-analysis of benefits and harms of different interventions. We conducted a systematic review and network meta-analysis of randomised controlled trials, searching MEDLINE, EMBASE, other databases, and trial registers until 17 October 2020. We included randomised controlled trials reporting anxiety or depression in a suitable format. We calculated effect estimates and 95% credible intervals using Bayesian network meta-analysis. Our search identified 13,794 reports, of which 71 randomised controlled trials (3630 participants) were eligible for inclusion. All trials had high risk of bias. The follow-up period ranged from 1 to 24 months. Evidence indicates uncertainty about the effects of different interventions, with more high-quality evidence needed. Available evidence suggests that some forms of cognitive behavioural therapy may decrease anxiety and depression scores in autistic children and adults; mindfulness therapy may decrease anxiety and depression scores in autistic adults with previous mental health conditions; and behavioural interventions may provide some benefit for depression in autistic children. We recommend that autistic people are given access to mental health interventions available to non-autistic people, following principles of person-centred care. PROSPERO registration ID: CRD42019136093 Lay Abstract Nearly three out of four autistic people experience mental health problems such as stress, anxiety or depression. The research already done does not guide us on how best to prevent or treat mental health problems for autistic people. Our aim was to look at the benefits and harms of different interventions on mental health outcomes in autistic people. We searched all the published randomised controlled trials (RCTs) about interventions for mental health conditions in autistic people until 17 October 2020. We also searched for RCTs that were not published in peer-reviewed journals. These were obtained from registers of clinical trials online. We then combined the information from all these trials using advanced statistical methods to analyse how good the interventions are. Seventy-one studies (3630 participants) provided information for this research. The studies reported how participants were responding to the intervention for only a short period of time. The trials did not report which interventions worked for people with intellectual disability. In people without intellectual disability, some forms of cognitive behavioural therapy and mindfulness therapy may be helpful. However, further research is necessary. Many trials used medications to target core features of autism rather than targeting mental health conditions, but these medications did not help autistic people. Until we have more evidence, treatment of mental health conditions in autistic people should follow the evidence available for non-autistic people. We plan to widely disseminate the findings to healthcare professionals through medical journals and conferences and contact other groups representing autistic people. En ligne : http://dx.doi.org/10.1177/13623613221117931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Benefits and harms of interventions to improve anxiety, depression, and other mental health outcomes for autistic people: A systematic review and network meta-analysis of randomised controlled trials [Texte imprimé et/ou numérique] / Audrey LINDEN, Auteur ; Lawrence BEST, Auteur ; Freya ELISE, Auteur ; Danielle ROBERTS, Auteur ; Aoife BRANAGAN, Auteur ; Yong Boon Ernest TAY, Auteur ; Laura CRANE, Auteur ; James CUSACK, Auteur ; Brian DAVIDSON, Auteur ; Ian DAVIDSON, Auteur ; Caroline HEARST, Auteur ; William MANDY, Auteur ; Dheeraj RAI, Auteur ; Edward SMITH, Auteur ; Kurinchi GURUSAMY, Auteur . - p.7-30. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.7-30 Mots-clés : adolescents  adults  anxiety  autism spectrum disorders  depression  interventions - pharmacologic  interventions - psychosocial/behavioural  school-age children Index. décimale : PER Périodiques Résumé : Mental health difficulties are prevalent in autistic people with ~14%-50% having experienced depression and ~40%-80% having experienced anxiety disorders. Identifying interventions that improve autistic people’s mental health is a top priority. However, at present, there is no high-quality network meta-analysis of benefits and harms of different interventions. We conducted a systematic review and network meta-analysis of randomised controlled trials, searching MEDLINE, EMBASE, other databases, and trial registers until 17 October 2020. We included randomised controlled trials reporting anxiety or depression in a suitable format. We calculated effect estimates and 95% credible intervals using Bayesian network meta-analysis. Our search identified 13,794 reports, of which 71 randomised controlled trials (3630 participants) were eligible for inclusion. All trials had high risk of bias. The follow-up period ranged from 1 to 24 months. Evidence indicates uncertainty about the effects of different interventions, with more high-quality evidence needed. Available evidence suggests that some forms of cognitive behavioural therapy may decrease anxiety and depression scores in autistic children and adults; mindfulness therapy may decrease anxiety and depression scores in autistic adults with previous mental health conditions; and behavioural interventions may provide some benefit for depression in autistic children. We recommend that autistic people are given access to mental health interventions available to non-autistic people, following principles of person-centred care. PROSPERO registration ID: CRD42019136093 Lay Abstract Nearly three out of four autistic people experience mental health problems such as stress, anxiety or depression. The research already done does not guide us on how best to prevent or treat mental health problems for autistic people. Our aim was to look at the benefits and harms of different interventions on mental health outcomes in autistic people. We searched all the published randomised controlled trials (RCTs) about interventions for mental health conditions in autistic people until 17 October 2020. We also searched for RCTs that were not published in peer-reviewed journals. These were obtained from registers of clinical trials online. We then combined the information from all these trials using advanced statistical methods to analyse how good the interventions are. Seventy-one studies (3630 participants) provided information for this research. The studies reported how participants were responding to the intervention for only a short period of time. The trials did not report which interventions worked for people with intellectual disability. In people without intellectual disability, some forms of cognitive behavioural therapy and mindfulness therapy may be helpful. However, further research is necessary. Many trials used medications to target core features of autism rather than targeting mental health conditions, but these medications did not help autistic people. Until we have more evidence, treatment of mental health conditions in autistic people should follow the evidence available for non-autistic people. We plan to widely disseminate the findings to healthcare professionals through medical journals and conferences and contact other groups representing autistic people. En ligne : http://dx.doi.org/10.1177/13623613221117931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Book review: Autism: An Integrated View from Neurocognitive, Clinical, and Intervention Research edited by Evelyn McGregor, María Núñez, Katie Cebula and Juan Carlos Gómez. Oxford: Blackwell, 2008. ISBN—978—1—4051—5696—7. £24.99 pbk. 352 pp / Laura CRANE in Autism, 13-4 (July 2009)  

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Brief Report: Autism in the Courtroom: Experiences of Legal Professionals and the Autism Community / Katie L. MARAS in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

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Brief report: Perceived credibility of autistic witnesses and the effect of diagnostic information on credibility ratings / Katie MARAS in Research in Autism Spectrum Disorders, 68 (December 2019)  

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Brief Report: Self-defining and Everyday Autobiographical Memories in Adults with Autism Spectrum Disorders / Laura CRANE in Journal of Autism and Developmental Disorders, 40-3 (March 2010)  

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"Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators / Joanne HALSALL in Autism, 26-7 (October 2022)  

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Camouflaging in an everyday social context: An interpersonal recall study / Julia COOK in Autism, 25-5 (July 2021)  

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Camouflaging in an everyday social context: An interpersonal recall study / Julia COOK in Autism, 26-5 (July 2022)  

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Creativity in savant artists with autism / Linda PRING in Autism, 16-1 (January 2012)  

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Development of stigma-related support for autistic adults: Insights from the autism community / Emeline HAN in Autism, 27-6 (August 2023)  

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Disclosing an autism diagnosis improves ratings of candidate performance in employment interviews / Jade Eloise NORRIS in Autism, 28-4 (April 2024)  

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