Application of the international classification of functioning, disability, and health in autism and attention-deficit hyperactivity disorder: A scoping review / Lovisa ALEHAGEN ; Sven BÖLTE ; Melissa H. BLACK in Autism, 29-2 (February 2025)  

Public ISBD [article]  inAutism > 29-2 (February 2025) . - p.310-328 Titre : Application of the international classification of functioning, disability, and health in autism and attention-deficit hyperactivity disorder: A scoping review : Autism Type de document : texte imprimé Auteurs : Lovisa ALEHAGEN, Auteur ; Sven BÖLTE, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : p.310-328 Langues : Anglais (eng) Mots-clés : attention-deficit hyperactivity disorder  autism  International Classification of Functioning  Disability  and Health  International Classification of Functioning Core Sets  International Classification of Functioning  Disability  and Health-Youth and Child ver Index. décimale : PER Périodiques Résumé : The International Classification of Functioning, Disability, and Health is a biopsychosocial framework of health-related functioning designed to provide a unifying system for health care, social services, education, and policy sectors. Since its publication in 2001, the International Classification of Functioning has been used to guide clinical practice and research in autism and attention-deficit hyperactivity disorder. More recently, to promote its practical application, shorter versions of the International Classification of Functioning, known as Core Sets, have been developed for autism and attention-deficit hyperactivity disorder. This scoping review explored the application of the International Classification of Functioning and the International Classification of Functioning Core Sets in autism and attention-deficit hyperactivity disorder. Electronic database searches were conducted, resulting in 78 studies meeting the inclusion criteria. The results demonstrate a wide-ranging application of the International Classification of Functioning using different methods across various contexts. However, the majority of the research conducted focused on autism and primarily involved children. The review highlights that although the research implemented the International Classification of Functioning, it did not necessarily align with the underlying philosophy of the International Classification of Functioning framework, as the impact of the medical perspective still seems to influence research methodologies and interpretation. Nonetheless, the International Classification of Functioning presents opportunities to facilitate a shift from a strictly medical viewpoint on neurodevelopmental conditions to more comprehensive approaches. Lay abstract The International Classification of Functioning, Disability, and Health (ICF) is a framework designed by the World Health Organization (WHO) to help different sectors, such as healthcare, social services, education, and policy, understand how people with health-related issues function (do the things they want to and need to do) in their daily lives. This framework has also been used to guide clinical practice and research in autism and attention-deficit hyperactivity disorder (ADHD). To make it more practical, shorter versions of the ICF called Core Sets have been developed. We wanted to explore how the ICF and the ICF Core Sets have been used in research relating to autism and ADHD. We looked at the research that had been previously published on this topic by conducting a systematic search and review. Seventy-eight studies meeting our criteria were included in our review. Results show that the ICF has been applied in many ways across various contexts. However, most of the research has focused on autism, mainly involving children. The review highlights that although the ICF was used in some studies, the underlying philosophies of the framework were not always followed. The medical perspective still influenced the way research was done and interpreted. Nevertheless, using the ICF in the right way can help shift research on neurodevelopmental conditions like autism and ADHD toward a more holistic approach, moving away from solely focusing on medical aspects. En ligne : https://dx.doi.org/10.1177/13623613241272044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Application of the international classification of functioning, disability, and health in autism and attention-deficit hyperactivity disorder: A scoping review : Autism [texte imprimé] / Lovisa ALEHAGEN, Auteur ; Sven BÖLTE, Auteur ; Melissa H. BLACK, Auteur . - p.310-328. Langues : Anglais (eng) in Autism > 29-2 (February 2025) . - p.310-328 Mots-clés : attention-deficit hyperactivity disorder  autism  International Classification of Functioning  Disability  and Health  International Classification of Functioning Core Sets  International Classification of Functioning  Disability  and Health-Youth and Child ver Index. décimale : PER Périodiques Résumé : The International Classification of Functioning, Disability, and Health is a biopsychosocial framework of health-related functioning designed to provide a unifying system for health care, social services, education, and policy sectors. Since its publication in 2001, the International Classification of Functioning has been used to guide clinical practice and research in autism and attention-deficit hyperactivity disorder. More recently, to promote its practical application, shorter versions of the International Classification of Functioning, known as Core Sets, have been developed for autism and attention-deficit hyperactivity disorder. This scoping review explored the application of the International Classification of Functioning and the International Classification of Functioning Core Sets in autism and attention-deficit hyperactivity disorder. Electronic database searches were conducted, resulting in 78 studies meeting the inclusion criteria. The results demonstrate a wide-ranging application of the International Classification of Functioning using different methods across various contexts. However, the majority of the research conducted focused on autism and primarily involved children. The review highlights that although the research implemented the International Classification of Functioning, it did not necessarily align with the underlying philosophy of the International Classification of Functioning framework, as the impact of the medical perspective still seems to influence research methodologies and interpretation. Nonetheless, the International Classification of Functioning presents opportunities to facilitate a shift from a strictly medical viewpoint on neurodevelopmental conditions to more comprehensive approaches. Lay abstract The International Classification of Functioning, Disability, and Health (ICF) is a framework designed by the World Health Organization (WHO) to help different sectors, such as healthcare, social services, education, and policy, understand how people with health-related issues function (do the things they want to and need to do) in their daily lives. This framework has also been used to guide clinical practice and research in autism and attention-deficit hyperactivity disorder (ADHD). To make it more practical, shorter versions of the ICF called Core Sets have been developed. We wanted to explore how the ICF and the ICF Core Sets have been used in research relating to autism and ADHD. We looked at the research that had been previously published on this topic by conducting a systematic search and review. Seventy-eight studies meeting our criteria were included in our review. Results show that the ICF has been applied in many ways across various contexts. However, most of the research has focused on autism, mainly involving children. The review highlights that although the ICF was used in some studies, the underlying philosophies of the framework were not always followed. The medical perspective still influenced the way research was done and interpreted. Nevertheless, using the ICF in the right way can help shift research on neurodevelopmental conditions like autism and ADHD toward a more holistic approach, moving away from solely focusing on medical aspects. En ligne : https://dx.doi.org/10.1177/13623613241272044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Co-occurring intellectual disability and autism: Associations with stress, coping, time use, and quality of life in caregivers / Sharmila VAZ in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101765 Titre : Co-occurring intellectual disability and autism: Associations with stress, coping, time use, and quality of life in caregivers Type de document : texte imprimé Auteurs : Sharmila VAZ, Auteur ; Allyson THOMSON, Auteur ; Belinda CUOMO, Auteur ; Torbjörn FALKMER, Auteur ; Angela CHAMBERLAIN, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : 101765 Langues : Anglais (eng) Mots-clés : Autism  Child  Disability  Family  Routine  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Having a child on the autism spectrum (AS) is known to impact caregiver quality of life (QoL), time use, and stress. A co-occurring diagnosis of intellectual disability (ID) is common among children on the autism spectrum, with ID itself impacting caregiver outcomes. Method This study sought to understand how co-occurring ID in children on the autism spectrum may influence caregiver-related outcomes. Secondary analysis of survey data from caregivers of 278 children on the autism spectrum with (n = 62) and without (n = 216) co-occurring ID was conducted, exploring impacts on caregiver QoL, stress, coping, and time-use. Results Univariate analysis showed that caregivers of children on the autism spectrum with co-occurring ID reported greater levels of stress due to core symptoms and co-occurring physical conditions, and had different time use patterns then caregivers of children on the autism spectrum without co-occurring ID. Multivariate analysis, however, showed that caregivers of children on the autism spectrum with and without co-occurring ID differed only in the time they spent preparing meals, socialising with friends and accessing in-home respite care. Conclusions The presence of co-occurring ID in children on the autism spectrum had limited impacts on caregiver-related outcomes. Families of children across the entire AS require adequate supports. En ligne : https://doi.org/10.1016/j.rasd.2021.101765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Co-occurring intellectual disability and autism: Associations with stress, coping, time use, and quality of life in caregivers [texte imprimé] / Sharmila VAZ, Auteur ; Allyson THOMSON, Auteur ; Belinda CUOMO, Auteur ; Torbjörn FALKMER, Auteur ; Angela CHAMBERLAIN, Auteur ; Melissa H. BLACK, Auteur . - 101765. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101765 Mots-clés : Autism  Child  Disability  Family  Routine  Intellectual disability Index. décimale : PER Périodiques Résumé : Background Having a child on the autism spectrum (AS) is known to impact caregiver quality of life (QoL), time use, and stress. A co-occurring diagnosis of intellectual disability (ID) is common among children on the autism spectrum, with ID itself impacting caregiver outcomes. Method This study sought to understand how co-occurring ID in children on the autism spectrum may influence caregiver-related outcomes. Secondary analysis of survey data from caregivers of 278 children on the autism spectrum with (n = 62) and without (n = 216) co-occurring ID was conducted, exploring impacts on caregiver QoL, stress, coping, and time-use. Results Univariate analysis showed that caregivers of children on the autism spectrum with co-occurring ID reported greater levels of stress due to core symptoms and co-occurring physical conditions, and had different time use patterns then caregivers of children on the autism spectrum without co-occurring ID. Multivariate analysis, however, showed that caregivers of children on the autism spectrum with and without co-occurring ID differed only in the time they spent preparing meals, socialising with friends and accessing in-home respite care. Conclusions The presence of co-occurring ID in children on the autism spectrum had limited impacts on caregiver-related outcomes. Families of children across the entire AS require adequate supports. En ligne : https://doi.org/10.1016/j.rasd.2021.101765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Complex facial emotion recognition and atypical gaze patterns in autistic adults / Melissa H. BLACK in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.258-262 Titre : Complex facial emotion recognition and atypical gaze patterns in autistic adults Type de document : texte imprimé Auteurs : Melissa H. BLACK, Auteur ; Nigel T. M. CHEN, Auteur ; O. V. LIPP, Auteur ; Sven BÖLTE, Auteur ; S. GIRDLER, Auteur Article en page(s) : p.258-262 Langues : Anglais (eng) Mots-clés : eye movement  eye tracking  facial expression  social cognition Index. décimale : PER Périodiques Résumé : While altered gaze behaviour during facial emotion recognition has been observed in autistic individuals, there remains marked inconsistency in findings, with the majority of previous research focused towards the processing of basic emotional expressions. There is a need to examine whether atypical gaze during facial emotion recognition extends to more complex emotional expressions, which are experienced as part of everyday social functioning. The eye gaze of 20 autistic and 20 IQ-matched neurotypical adults was examined during a facial emotion recognition task of complex, dynamic emotion displays. Autistic adults fixated longer on the mouth region when viewing complex emotions compared to neurotypical adults, indicating that altered prioritization of visual information may contribute to facial emotion recognition impairment. Results confirm the need for more ecologically valid stimuli for the elucidation of the mechanisms underlying facial emotion recognition difficulty in autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361319856969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Complex facial emotion recognition and atypical gaze patterns in autistic adults [texte imprimé] / Melissa H. BLACK, Auteur ; Nigel T. M. CHEN, Auteur ; O. V. LIPP, Auteur ; Sven BÖLTE, Auteur ; S. GIRDLER, Auteur . - p.258-262. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.258-262 Mots-clés : eye movement  eye tracking  facial expression  social cognition Index. décimale : PER Périodiques Résumé : While altered gaze behaviour during facial emotion recognition has been observed in autistic individuals, there remains marked inconsistency in findings, with the majority of previous research focused towards the processing of basic emotional expressions. There is a need to examine whether atypical gaze during facial emotion recognition extends to more complex emotional expressions, which are experienced as part of everyday social functioning. The eye gaze of 20 autistic and 20 IQ-matched neurotypical adults was examined during a facial emotion recognition task of complex, dynamic emotion displays. Autistic adults fixated longer on the mouth region when viewing complex emotions compared to neurotypical adults, indicating that altered prioritization of visual information may contribute to facial emotion recognition impairment. Results confirm the need for more ecologically valid stimuli for the elucidation of the mechanisms underlying facial emotion recognition difficulty in autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361319856969 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Considerations of the built environment for autistic individuals: A review of the literature / Melissa H. BLACK in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.1904-1915 Titre : Considerations of the built environment for autistic individuals: A review of the literature Type de document : texte imprimé Auteurs : Melissa H. BLACK, Auteur ; Sarah MCGARRY, Auteur ; Lynn CHURCHILL, Auteur ; Emily D'ARCY, Auteur ; Julia DALGLEISH, Auteur ; Isabelle NASH, Auteur ; Alisala JONES, Auteur ; Tin Yan TSE, Auteur ; Jane GIBSON, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.1904-1915 Langues : Anglais (eng) Mots-clés : Humans  Autistic Disorder  Autism Spectrum Disorder  Built Environment  Noise  architecture  design  interior  sensory  space Index. décimale : PER Périodiques Résumé : Factors related to the interiors of buildings, including the layout of rooms, colours, smells, noises, temperature, ventilation, colour and clutter, among other things, can change the way we interact with our environment and the people around us. Autistic individuals can have differences in processing sensory information and may find aspects of the built environment (BE) over-whelming and difficult to navigate. We reviewed the existing literature exploring the BE and autism. This study found that it is possible to make changes to the BE to create more inclusive and friendly environments for everyone, including autistic individuals. Findings from this study provide clear recommendations that can be used by interior designers, architects, builders, and clinical practitioners to make a positive difference. Key recommendations include using simple spatial layouts, compartmentalising and zoning spaces into specific activity sections and providing retreat spaces. The thoughtful placement of windows and blinds and the installation of dimmable lights, for example, will allow users to manage or reduce sensory over-stimulation caused by lights. Similarly, we recommend creating soundproofing and sound absorbent materials to reduce background noise and sound levels. We also recommend using neutral or simple colour palettes and restrained use of patterns. Finally, and most importantly, the BE needs to be flexible and adaptable to meet the unique needs of each person. This study provides a starting point for design guidelines and recommendations towards making a difference to the everyday experiences of the interiors of buildings. En ligne : http://dx.doi.org/10.1177/13623613221102753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Considerations of the built environment for autistic individuals: A review of the literature [texte imprimé] / Melissa H. BLACK, Auteur ; Sarah MCGARRY, Auteur ; Lynn CHURCHILL, Auteur ; Emily D'ARCY, Auteur ; Julia DALGLEISH, Auteur ; Isabelle NASH, Auteur ; Alisala JONES, Auteur ; Tin Yan TSE, Auteur ; Jane GIBSON, Auteur ; Sven BÖLTE, Auteur . - p.1904-1915. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.1904-1915 Mots-clés : Humans  Autistic Disorder  Autism Spectrum Disorder  Built Environment  Noise  architecture  design  interior  sensory  space Index. décimale : PER Périodiques Résumé : Factors related to the interiors of buildings, including the layout of rooms, colours, smells, noises, temperature, ventilation, colour and clutter, among other things, can change the way we interact with our environment and the people around us. Autistic individuals can have differences in processing sensory information and may find aspects of the built environment (BE) over-whelming and difficult to navigate. We reviewed the existing literature exploring the BE and autism. This study found that it is possible to make changes to the BE to create more inclusive and friendly environments for everyone, including autistic individuals. Findings from this study provide clear recommendations that can be used by interior designers, architects, builders, and clinical practitioners to make a positive difference. Key recommendations include using simple spatial layouts, compartmentalising and zoning spaces into specific activity sections and providing retreat spaces. The thoughtful placement of windows and blinds and the installation of dimmable lights, for example, will allow users to manage or reduce sensory over-stimulation caused by lights. Similarly, we recommend creating soundproofing and sound absorbent materials to reduce background noise and sound levels. We also recommend using neutral or simple colour palettes and restrained use of patterns. Finally, and most importantly, the BE needs to be flexible and adaptable to meet the unique needs of each person. This study provides a starting point for design guidelines and recommendations towards making a difference to the everyday experiences of the interiors of buildings. En ligne : http://dx.doi.org/10.1177/13623613221102753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Cross-Cultural Adaptation to Australia of the KONTAKT© Social Skills Group Training Program for Youth with Autism Spectrum Disorder: A Feasibility Study / Bahareh AFSHARNEJAD in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4297-4316 Titre : Cross-Cultural Adaptation to Australia of the KONTAKT© Social Skills Group Training Program for Youth with Autism Spectrum Disorder: A Feasibility Study Type de document : texte imprimé Auteurs : Bahareh AFSHARNEJAD, Auteur ; Marita FALKMER, Auteur ; Melissa H. BLACK, Auteur ; Tasha ALACH, Auteur ; Fabian LENHARD, Auteur ; Anna FRIDELL, Auteur ; Christina COCO, Auteur ; Kelly MILNE, Auteur ; Nigel T. M. CHEN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.4297-4316 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  Cross-cultural adaptation  Feasibility  Kontakt©  Social skills group training  Social skills intervention Index. décimale : PER Périodiques Résumé : This study investigated the feasibility and cultural validity of KONTAKT©, a manualised social skills group training, in improving the social functioning of adolescents with autism spectrum disorder (ASD). KONTAKT© was delivered to 17 adolescents (m(age) = 14.09, SD(age) = 1.43; 70% male) with ASD over sixteen 90 min sessions. A pre-test post-test design evaluated changes in personally meaningful social goals, symptom severity, quality of life, interpersonal efficacy, social anxiety, loneliness, and facial emotion recognition at pre, post and 3 months follow-up. Focus groups were conducted post intervention. Findings indicate that KONTAKT© may support Australian adolescents with ASD in achieving their personally meaningful social goals. This study resulted in finalisation of KONTAKT© in preparation for evaluation of its efficacy in a randomised controlled trial (Australian New Zealand Clinical Registry (ANZCTR): ACTRN12617001117303, ClinicalTrials.gov: NCT03294668). En ligne : http://dx.doi.org/10.1007/s10803-020-04477-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Cross-Cultural Adaptation to Australia of the KONTAKT© Social Skills Group Training Program for Youth with Autism Spectrum Disorder: A Feasibility Study [texte imprimé] / Bahareh AFSHARNEJAD, Auteur ; Marita FALKMER, Auteur ; Melissa H. BLACK, Auteur ; Tasha ALACH, Auteur ; Fabian LENHARD, Auteur ; Anna FRIDELL, Auteur ; Christina COCO, Auteur ; Kelly MILNE, Auteur ; Nigel T. M. CHEN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.4297-4316. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4297-4316 Mots-clés : Adolescents  Autism spectrum disorder  Cross-cultural adaptation  Feasibility  Kontakt©  Social skills group training  Social skills intervention Index. décimale : PER Périodiques Résumé : This study investigated the feasibility and cultural validity of KONTAKT©, a manualised social skills group training, in improving the social functioning of adolescents with autism spectrum disorder (ASD). KONTAKT© was delivered to 17 adolescents (m(age) = 14.09, SD(age) = 1.43; 70% male) with ASD over sixteen 90 min sessions. A pre-test post-test design evaluated changes in personally meaningful social goals, symptom severity, quality of life, interpersonal efficacy, social anxiety, loneliness, and facial emotion recognition at pre, post and 3 months follow-up. Focus groups were conducted post intervention. Findings indicate that KONTAKT© may support Australian adolescents with ASD in achieving their personally meaningful social goals. This study resulted in finalisation of KONTAKT© in preparation for evaluation of its efficacy in a randomised controlled trial (Australian New Zealand Clinical Registry (ANZCTR): ACTRN12617001117303, ClinicalTrials.gov: NCT03294668). En ligne : http://dx.doi.org/10.1007/s10803-020-04477-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Disembedding performance and eye gaze behavior of adolescents with Autism Spectrum Disorder / Melissa H. BLACK in Research in Autism Spectrum Disorders, 66 (October 2019)  

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From Symptomatology to Functioning - Applying the ICF to Autism Measures to Facilitate Neurodiversity-Affirmative Data Harmonization / Melissa H. BLACK ; Karl Lundin Remnélius ; Lovisa ALEHAGEN ; Thomas BOURGERON ; Sven BÖLTE in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

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"He Sees his Autism as a Strength, Not a Deficit Now": A Repeated Cross-Sectional Study Investigating the Impact of Strengths-Based Programs on Autistic Adolescents / Elinda Ai Lim LEE in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

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"I'm Destined to Ace This": Work Experience Placement During High School for Individuals with Autism Spectrum Disorder / E. A. L. LEE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

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"I Met Someone Like Me!": Autistic Adolescents and Their Parents' Experience of the KONTAKT® Social Skills Group Training / Bahareh AFSHARNEJAD in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

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Motivation to participate in structured physical activity for autistic youth: A systematic scoping review / Michelle L. WONG in Autism, 28-10 (October 2024)  

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Multi-informant International Perspectives on the Facilitators and Barriers to Employment for Autistic Adults / Melissa H. BLACK in Autism Research, 13-7 (July 2020)  

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Neurodivergence et Résilience : Décrypter les Clés de l'Epanouissement / Vincent GRIMALDI DE PUGET in Sésame, 229 (Juin 2025)

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Perspectives of key stakeholders on employment of autistic adults across the united states, australia, and sweden / Melissa H. BLACK in Autism Research, 12-11 (November 2019)  

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Realist evaluation of a transdisciplinary mealtime management service for autistic children / Wai Ting CHAN in Autism, 27-6 (August 2023)  

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