Autism diagnosis as a social process / Jennie HAYES in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.488-498 Titre : Autism diagnosis as a social process Type de document : texte imprimé Auteurs : Jennie HAYES, Auteur ; Tamsin FORD, Auteur ; Rose MCCABE, Auteur ; Ginny RUSSELL, Auteur Article en page(s) : p.488-498 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  diagnosis  health services  policy  qualitative research  of interest with respect to the research, authorship and/or publication of this  article. Index. décimale : PER Périodiques Résumé : When a child or adult is referred for an autism diagnosis, clinicians from different backgrounds work together to make a diagnostic decision. A few studies have asked clinicians in interview how they feel about diagnosis and what the challenges are. We interviewed clinicians in child and adult assessment services in England, and from different professional backgrounds, about the challenges of autism diagnosis and the factors that might influence the assessment process. We found that there were a number of challenges in autism diagnosis, especially when someone coming for diagnosis was considered to be near the diagnostic threshold. Clinicians told us that making a diagnosis was like creating a 'narrative': looking at many different factors that told a story about a person, rather than just looking at the results of diagnostic tests. Clinicians do not always agree with the results of those tests and have to use their specialist clinical judgement to make decisions. Clinicians were concerned about the amount of time people have to wait for an autism assessment, and the resulting pressure on the assessment process. The findings of this work can help us to understand how diagnosis happens and consider ways in which it can be improved for adults, children and families coming for assessment, as well as clinicians. En ligne : http://dx.doi.org/10.1177/13623613211030392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Autism diagnosis as a social process [texte imprimé] / Jennie HAYES, Auteur ; Tamsin FORD, Auteur ; Rose MCCABE, Auteur ; Ginny RUSSELL, Auteur . - p.488-498. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.488-498 Mots-clés : autism spectrum disorders  diagnosis  health services  policy  qualitative research  of interest with respect to the research, authorship and/or publication of this  article. Index. décimale : PER Périodiques Résumé : When a child or adult is referred for an autism diagnosis, clinicians from different backgrounds work together to make a diagnostic decision. A few studies have asked clinicians in interview how they feel about diagnosis and what the challenges are. We interviewed clinicians in child and adult assessment services in England, and from different professional backgrounds, about the challenges of autism diagnosis and the factors that might influence the assessment process. We found that there were a number of challenges in autism diagnosis, especially when someone coming for diagnosis was considered to be near the diagnostic threshold. Clinicians told us that making a diagnosis was like creating a 'narrative': looking at many different factors that told a story about a person, rather than just looking at the results of diagnostic tests. Clinicians do not always agree with the results of those tests and have to use their specialist clinical judgement to make decisions. Clinicians were concerned about the amount of time people have to wait for an autism assessment, and the resulting pressure on the assessment process. The findings of this work can help us to understand how diagnosis happens and consider ways in which it can be improved for adults, children and families coming for assessment, as well as clinicians. En ligne : http://dx.doi.org/10.1177/13623613211030392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Is disclosing an autism spectrum disorder in school associated with reduced stigmatization? / Rhianna WHITE in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.744-754 Titre : Is disclosing an autism spectrum disorder in school associated with reduced stigmatization? Type de document : texte imprimé Auteurs : Rhianna WHITE, Auteur ; Manuela BARRETO, Auteur ; Jean HARRINGTON, Auteur ; Steven K. KAPP, Auteur ; Jennie HAYES, Auteur ; Ginny RUSSELL, Auteur Article en page(s) : p.744-754 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorder  disclosure  school-age children  stigma Index. décimale : PER Périodiques Résumé : Evidence suggests disclosing an autism diagnosis is associated with reduced stigmatization for autistic adults. However, it is unknown whether this is true for autistic adolescents. We used a vignette-and-questionnaire design to study stigmatizing attitudes with adolescents (aged 11-12 and 14-16 years, total N = 250) in a UK school. We investigated the effect of disclosing that a fictional adolescent had an autism diagnosis on stigmatizing attitudes of peers by testing the effect of disclosure of diagnosis on the social and emotional distance pupils wanted to maintain from the autistic adolescent. We also tested the effect of disclosure on peers' assessment of the adolescent's responsibility for their own behaviour. We checked to see if the effects were moderated by gender and age-group. Disclosing autism did not affect the social and emotional distance peers wanted to maintain from the autistic adolescent, but was associated with significant reduction in personal responsibility attributed to the adolescent's behaviour. Boys attributed more personal responsibility to the autistic adolescent than girls, but this gender effect was reduced when autism was disclosed. These findings suggest that disclosing autism to other pupils may be of limited use in reducing stigmatization by peers in UK schools. En ligne : http://dx.doi.org/10.1177/1362361319887625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Is disclosing an autism spectrum disorder in school associated with reduced stigmatization? [texte imprimé] / Rhianna WHITE, Auteur ; Manuela BARRETO, Auteur ; Jean HARRINGTON, Auteur ; Steven K. KAPP, Auteur ; Jennie HAYES, Auteur ; Ginny RUSSELL, Auteur . - p.744-754. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.744-754 Mots-clés : adolescents  autism spectrum disorder  disclosure  school-age children  stigma Index. décimale : PER Périodiques Résumé : Evidence suggests disclosing an autism diagnosis is associated with reduced stigmatization for autistic adults. However, it is unknown whether this is true for autistic adolescents. We used a vignette-and-questionnaire design to study stigmatizing attitudes with adolescents (aged 11-12 and 14-16 years, total N = 250) in a UK school. We investigated the effect of disclosing that a fictional adolescent had an autism diagnosis on stigmatizing attitudes of peers by testing the effect of disclosure of diagnosis on the social and emotional distance pupils wanted to maintain from the autistic adolescent. We also tested the effect of disclosure on peers' assessment of the adolescent's responsibility for their own behaviour. We checked to see if the effects were moderated by gender and age-group. Disclosing autism did not affect the social and emotional distance peers wanted to maintain from the autistic adolescent, but was associated with significant reduction in personal responsibility attributed to the adolescent's behaviour. Boys attributed more personal responsibility to the autistic adolescent than girls, but this gender effect was reduced when autism was disclosed. These findings suggest that disclosing autism to other pupils may be of limited use in reducing stigmatization by peers in UK schools. En ligne : http://dx.doi.org/10.1177/1362361319887625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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