"Different but connected": Participatory action research using Photovoice to explore well-being in autistic young adults / Gary Yu Hin LAM in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1246-1259 Titre : "Different but connected": Participatory action research using Photovoice to explore well-being in autistic young adults Type de document : texte imprimé Auteurs : Gary Yu Hin LAM, Auteur ; Emily HOLDEN, Auteur ; Megan FITZPATRICK, Auteur ; Linda RAFFAELE MENDEZ, Auteur ; Karen BERKMAN, Auteur Article en page(s) : p.1246-1259 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  participatory research  qualitative research  quality of life  transition Index. décimale : PER Périodiques Résumé : Past research has mainly focused on autistic people's deficits and poor outcomes compared to other groups of people. Little is known about their positive life experiences, and how to support them to achieve a higher quality of life. It is important to include autistic individuals in research so that they can influence how their voices are represented in a meaningful way and how the research results will be useful to them. In this study, a university researcher collaborated with 14 autistic young adults in a post-school transition program to design and run the research, collect and analyze the data, and use the results to create a presentation to the community. Specifically, the participants took photos in daily life and discussed their ideas about what a good life means to them. Results showed that these young adults described themselves as uniquely and different, but they were eager to learn and adapt. They also valued their relationships with their families, friends, and animals around them, as well as the community at large. This research shows that autistic individuals have important perspectives to share and knowledge to contribute when they are given the opportunities to participate in different aspects of research. The findings will be useful in developing services and influencing policies that promote well-being among autistic adults. En ligne : http://dx.doi.org/10.1177/1362361319898961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] "Different but connected": Participatory action research using Photovoice to explore well-being in autistic young adults [texte imprimé] / Gary Yu Hin LAM, Auteur ; Emily HOLDEN, Auteur ; Megan FITZPATRICK, Auteur ; Linda RAFFAELE MENDEZ, Auteur ; Karen BERKMAN, Auteur . - p.1246-1259. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1246-1259 Mots-clés : adults  autism spectrum disorders  participatory research  qualitative research  quality of life  transition Index. décimale : PER Périodiques Résumé : Past research has mainly focused on autistic people's deficits and poor outcomes compared to other groups of people. Little is known about their positive life experiences, and how to support them to achieve a higher quality of life. It is important to include autistic individuals in research so that they can influence how their voices are represented in a meaningful way and how the research results will be useful to them. In this study, a university researcher collaborated with 14 autistic young adults in a post-school transition program to design and run the research, collect and analyze the data, and use the results to create a presentation to the community. Specifically, the participants took photos in daily life and discussed their ideas about what a good life means to them. Results showed that these young adults described themselves as uniquely and different, but they were eager to learn and adapt. They also valued their relationships with their families, friends, and animals around them, as well as the community at large. This research shows that autistic individuals have important perspectives to share and knowledge to contribute when they are given the opportunities to participate in different aspects of research. The findings will be useful in developing services and influencing policies that promote well-being among autistic adults. En ligne : http://dx.doi.org/10.1177/1362361319898961 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

“Everyone Has a Different Body Constitution”: An Interpretative Phenomenological Analysis of the Experiences of Social Interaction and Related Supports in Chinese Autistic Postsecondary Students / Annabel Shin Ling TONG in Autism, 30-9 (September 2026)  

Public ISBD [article]  inAutism > 30-9 (September 2026) . - p.2301-2317 Titre : “Everyone Has a Different Body Constitution”: An Interpretative Phenomenological Analysis of the Experiences of Social Interaction and Related Supports in Chinese Autistic Postsecondary Students Type de document : texte imprimé Auteurs : Annabel Shin Ling TONG, Auteur ; Gary Yu Hin LAM, Auteur Article en page(s) : p.2301-2317 Langues : Anglais (eng) Mots-clés : sociocultural factors  social interaction  adults  interpretative phenomenological analysis  qualitative research  higher and further education  autism  interventions  neurodiversity  Hong Kong  interview Index. décimale : PER Périodiques Résumé : Little research has investigated how autistic individuals make sense of their experiences with socializing and interacting with others in postsecondary education. Autistic students are also dissatisfied with insufficient social interventions and the lack of autistic input in the design of such support. This study investigated the lived experiences of social interaction and related support in autistic postsecondary students. We conducted interviews with eight Chinese autistic students currently enrolled in a university or college in Hong Kong. Analysis using an interpretative phenomenological analysis approach identified four themes, including (1) their attempts and motivation to connect and socialize, which was often felt ineffective and exhausting; (2) the internal negotiation and delicate balance between masking and unmasking; (3) the crucial role of both formal and informal supports in coping with social and emotional challenges; and (4) social support and interventions needed to include diverse strategies ranging from skills building to neurodiversity-informed practices that respond to individual preferences and contexts. This study reveals cultural nuances in social preferences and masking that are not found in Western-dominant literature, which can inform more culturally responsive conceptualizations of interventions that enhance social experiences and promote authenticity.Lay Abstract Autistic students in university often face social challenges that affect their well-being, learning, and ability to connect with others. These struggles are not always well understood. By listening to their personal experiences, we can better support them in ways that they desire and create more inclusive environments. The study aimed to understand how autistic college or university students in Hong Kong experience social interaction and the support they receive. It focused on their personal stories to explore what helps or hinders their ability to interact and socialize with others. We interviewed eight autistic students in Cantonese Chinese. They shared their thoughts and feelings about their social lives and the support they received. The researcher analyzed these interviews to find unique meanings in each participant and the common themes and patterns among their experiences. The study found four main themes. First, socializing is challenging but meaningful. Second, many students masked their autistic traits and found it exhausting, but they also valued the importance and benefits of doing it. Third, support from peers, teachers, and professionals helps them cope. Fourth, social interventions and support should be personalized and should value their preferences and perspectives. The study highlights that masking can be both harmful and helpful, depending on the situation and culture. Our results also show that autistic students want to be themselves but often feel pressured to fit in. These insights challenge the idea that all support should focus on changing autistic behavior, while also supporting the need for autistic students to learn to change and adapt to society. En ligne : https://dx.doi.org/10.1177/13623613261466305 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] “Everyone Has a Different Body Constitution”: An Interpretative Phenomenological Analysis of the Experiences of Social Interaction and Related Supports in Chinese Autistic Postsecondary Students [texte imprimé] / Annabel Shin Ling TONG, Auteur ; Gary Yu Hin LAM, Auteur . - p.2301-2317. Langues : Anglais (eng) in Autism > 30-9 (September 2026) . - p.2301-2317 Mots-clés : sociocultural factors  social interaction  adults  interpretative phenomenological analysis  qualitative research  higher and further education  autism  interventions  neurodiversity  Hong Kong  interview Index. décimale : PER Périodiques Résumé : Little research has investigated how autistic individuals make sense of their experiences with socializing and interacting with others in postsecondary education. Autistic students are also dissatisfied with insufficient social interventions and the lack of autistic input in the design of such support. This study investigated the lived experiences of social interaction and related support in autistic postsecondary students. We conducted interviews with eight Chinese autistic students currently enrolled in a university or college in Hong Kong. Analysis using an interpretative phenomenological analysis approach identified four themes, including (1) their attempts and motivation to connect and socialize, which was often felt ineffective and exhausting; (2) the internal negotiation and delicate balance between masking and unmasking; (3) the crucial role of both formal and informal supports in coping with social and emotional challenges; and (4) social support and interventions needed to include diverse strategies ranging from skills building to neurodiversity-informed practices that respond to individual preferences and contexts. This study reveals cultural nuances in social preferences and masking that are not found in Western-dominant literature, which can inform more culturally responsive conceptualizations of interventions that enhance social experiences and promote authenticity.Lay Abstract Autistic students in university often face social challenges that affect their well-being, learning, and ability to connect with others. These struggles are not always well understood. By listening to their personal experiences, we can better support them in ways that they desire and create more inclusive environments. The study aimed to understand how autistic college or university students in Hong Kong experience social interaction and the support they receive. It focused on their personal stories to explore what helps or hinders their ability to interact and socialize with others. We interviewed eight autistic students in Cantonese Chinese. They shared their thoughts and feelings about their social lives and the support they received. The researcher analyzed these interviews to find unique meanings in each participant and the common themes and patterns among their experiences. The study found four main themes. First, socializing is challenging but meaningful. Second, many students masked their autistic traits and found it exhausting, but they also valued the importance and benefits of doing it. Third, support from peers, teachers, and professionals helps them cope. Fourth, social interventions and support should be personalized and should value their preferences and perspectives. The study highlights that masking can be both harmful and helpful, depending on the situation and culture. Our results also show that autistic students want to be themselves but often feel pressured to fit in. These insights challenge the idea that all support should focus on changing autistic behavior, while also supporting the need for autistic students to learn to change and adapt to society. En ligne : https://dx.doi.org/10.1177/13623613261466305 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

“From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism / Gary Yu Hin LAM in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.213-227 Titre : “From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism Type de document : texte imprimé Auteurs : Gary Yu Hin LAM, Auteur ; Teresa Wan Ki LAM, Auteur ; Ophelia TANG, Auteur ; Gary YEUNG, Auteur ; Sibyl Wai CHAN, Auteur Article en page(s) : p.213-227 Langues : Anglais (eng) Mots-clés : adults  narrative  neurodiversity  program evaluation  public education  qualitative research Index. décimale : PER Périodiques Résumé : Unlike traditional autism awareness programs that often rely on didactic teaching and factual information, Human Library is a contact-based intervention that can engage “readers” in critical dialogs with “human books” to learn about their lived experience. This study reported on the pilot development of a Human Library in collaboration with a team of human books who are autistic to promote public understanding of autism in Hong Kong. Using a participatory realist evaluation framework, we conducted surveys and interviews with readers to construct a Human Library program model and evaluate its associated outcomes. Pre- and post-Human Library surveys showed a significant decrease in autism stigma and increase in neurodiversity attitudes. Interview findings revealed that readers’ interests and concerns about the autistic community motivated them to participate in Human Library. Through personal interaction with autistic human books in a safe space created within Human Library, readers developed renewed understanding of autism and insights into autistic strengths. Readers became more informed of autistic people’s perspectives and various sociocultural barriers that impact their well-being, which shaped how they would interact with autistic people in the community. The Human Library model has implications for promoting better understanding and attitudes of autism and fostering positive interaction between autistic and non-autistic people.Lay Abstract There is a need to promote autism awareness and understanding in the public. Traditional methods often include direct teaching and sharing of facts about autism, but more creative and effective approaches are needed. Human Library (HL) works like an actual library, except that “books” are human beings who can share their lives and stories. This study developed and evaluated a Human Library specifically with autistic books to promote public understanding of autism in Hong Kong. We conducted surveys and interviews with the participating readers to understand how the Human Library works and its effects. After Human Library, readers reported decreased autism stigma and increased neurodiversity attitudes. Readers showed different understanding of autism contrary to their previous impressions. They appreciated more the strengths and perspectives of autistic individuals. They also considered more the autistic perspective when interacting with autistic people. Human Library can be an effective program to promote better understanding and attitudes of autism in the public. En ligne : https://dx.doi.org/10.1177/13623613251377949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] “From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism [texte imprimé] / Gary Yu Hin LAM, Auteur ; Teresa Wan Ki LAM, Auteur ; Ophelia TANG, Auteur ; Gary YEUNG, Auteur ; Sibyl Wai CHAN, Auteur . - p.213-227. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.213-227 Mots-clés : adults  narrative  neurodiversity  program evaluation  public education  qualitative research Index. décimale : PER Périodiques Résumé : Unlike traditional autism awareness programs that often rely on didactic teaching and factual information, Human Library is a contact-based intervention that can engage “readers” in critical dialogs with “human books” to learn about their lived experience. This study reported on the pilot development of a Human Library in collaboration with a team of human books who are autistic to promote public understanding of autism in Hong Kong. Using a participatory realist evaluation framework, we conducted surveys and interviews with readers to construct a Human Library program model and evaluate its associated outcomes. Pre- and post-Human Library surveys showed a significant decrease in autism stigma and increase in neurodiversity attitudes. Interview findings revealed that readers’ interests and concerns about the autistic community motivated them to participate in Human Library. Through personal interaction with autistic human books in a safe space created within Human Library, readers developed renewed understanding of autism and insights into autistic strengths. Readers became more informed of autistic people’s perspectives and various sociocultural barriers that impact their well-being, which shaped how they would interact with autistic people in the community. The Human Library model has implications for promoting better understanding and attitudes of autism and fostering positive interaction between autistic and non-autistic people.Lay Abstract There is a need to promote autism awareness and understanding in the public. Traditional methods often include direct teaching and sharing of facts about autism, but more creative and effective approaches are needed. Human Library (HL) works like an actual library, except that “books” are human beings who can share their lives and stories. This study developed and evaluated a Human Library specifically with autistic books to promote public understanding of autism in Hong Kong. We conducted surveys and interviews with the participating readers to understand how the Human Library works and its effects. After Human Library, readers reported decreased autism stigma and increased neurodiversity attitudes. Readers showed different understanding of autism contrary to their previous impressions. They appreciated more the strengths and perspectives of autistic individuals. They also considered more the autistic perspective when interacting with autistic people. Human Library can be an effective program to promote better understanding and attitudes of autism in the public. En ligne : https://dx.doi.org/10.1177/13623613251377949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Persuasion in Chinese School-Age Children With and Without Autism Spectrum Disorders / Carol K.S. TO in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.231-240 Titre : Persuasion in Chinese School-Age Children With and Without Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Carol K.S. TO, Auteur ; Sandy F.Y. YIM, Auteur ; Gary Yu Hin LAM, Auteur ; Lai-Sang IAO, Auteur Article en page(s) : p.231-240 Langues : Anglais (eng) Mots-clés : persuasion  autism spectrum disorders  Chinese  Cantonese  theory of mind  perspective-taking Index. décimale : PER Périodiques Résumé : A large body of work has been done on the deficient conversation skills in autism spectrum disorders (ASD), yet little is known about their performance in other discourse types such as persuasion. The study investigated the persuasion skills in Chinese children with high-functioning ASD. Ten school-age Chinese children with ASD were gender, age, and language matched with 10 typically developing (TD) peers. Persuasion was evaluated via a role-play and a direct temptation task in terms of the participants’ persistence and the persuasive strategies used. Results showed no difference in persistence between the two groups. The TD group performed significantly better in their persuasive strategies used. A significant main effect of task was observed where children in both groups performed better in the role-play than the direct temptation task. The present findings provide an account of why children with high-functioning ASD often experience unsuccessful persuasion outcomes in real-life situations. En ligne : http://dx.doi.org/10.1177/1088357614547888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Persuasion in Chinese School-Age Children With and Without Autism Spectrum Disorders [texte imprimé] / Carol K.S. TO, Auteur ; Sandy F.Y. YIM, Auteur ; Gary Yu Hin LAM, Auteur ; Lai-Sang IAO, Auteur . - p.231-240. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.231-240 Mots-clés : persuasion  autism spectrum disorders  Chinese  Cantonese  theory of mind  perspective-taking Index. décimale : PER Périodiques Résumé : A large body of work has been done on the deficient conversation skills in autism spectrum disorders (ASD), yet little is known about their performance in other discourse types such as persuasion. The study investigated the persuasion skills in Chinese children with high-functioning ASD. Ten school-age Chinese children with ASD were gender, age, and language matched with 10 typically developing (TD) peers. Persuasion was evaluated via a role-play and a direct temptation task in terms of the participants’ persistence and the persuasive strategies used. Results showed no difference in persistence between the two groups. The TD group performed significantly better in their persuasive strategies used. A significant main effect of task was observed where children in both groups performed better in the role-play than the direct temptation task. The present findings provide an account of why children with high-functioning ASD often experience unsuccessful persuasion outcomes in real-life situations. En ligne : http://dx.doi.org/10.1177/1088357614547888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults / Gary Yu Hin LAM in Research in Autism Spectrum Disorders, 107 (September 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 107 (September 2023) . - p.102220 Titre : Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults Type de document : texte imprimé Auteurs : Gary Yu Hin LAM, Auteur ; Jaimie TIMMONS, Auteur ; Agnieszka ZALEWSKA, Auteur Article en page(s) : p.102220 Langues : Anglais (eng) Mots-clés : Post-school transition  Young adults  Qualitative interview  Logic model  Career development  Program evaluation Index. décimale : PER Périodiques Résumé : Background Autistic young adults frequently experience challenges in their transition to adulthood. Despite the available research base describing isolated transition practices, efforts to document comprehensive programs combining multiple components in community settings are scant. This study aimed to explore stakeholders' experience of a post-school transition program, including their perceived program components, processes, and impacts that contributed to the program success. Method We conducted individual qualitative interviews with 17 program stakeholders, including autistic students, parents, mentors, community collaborators, and program staff. Findings were used to create a logic model that describes how various program components and processes effect changes in autistic youths and their parents. Results Results revealed that the program values are focused on student-led participation, a strength-based approach, individualization and customization, and professional development. Program activities holistically fostered development in the autistic youth through processes of imparting career-related knowledge, facilitating ecologically relevant practice, and providing supportive peers and environment. Stakeholders described heightened sense of self-awareness, self-esteem, independence, social competence, and preparedness for the future in autistic young adults, while parents also gained the trust and confidence in fostering autonomy in their adult children. Conclusions Transition program that integrates multiple components and processes informed by the evidence-based literature can facilitate career construction and development in autistic youth. Program model developed based on stakeholders' input can offer rich information about how a program works in a naturalistic context, which can support future program adaptaion and replication to meet the needs of diverse communities and settings. En ligne : https://doi.org/10.1016/j.rasd.2023.102220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults [texte imprimé] / Gary Yu Hin LAM, Auteur ; Jaimie TIMMONS, Auteur ; Agnieszka ZALEWSKA, Auteur . - p.102220. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102220 Mots-clés : Post-school transition  Young adults  Qualitative interview  Logic model  Career development  Program evaluation Index. décimale : PER Périodiques Résumé : Background Autistic young adults frequently experience challenges in their transition to adulthood. Despite the available research base describing isolated transition practices, efforts to document comprehensive programs combining multiple components in community settings are scant. This study aimed to explore stakeholders' experience of a post-school transition program, including their perceived program components, processes, and impacts that contributed to the program success. Method We conducted individual qualitative interviews with 17 program stakeholders, including autistic students, parents, mentors, community collaborators, and program staff. Findings were used to create a logic model that describes how various program components and processes effect changes in autistic youths and their parents. Results Results revealed that the program values are focused on student-led participation, a strength-based approach, individualization and customization, and professional development. Program activities holistically fostered development in the autistic youth through processes of imparting career-related knowledge, facilitating ecologically relevant practice, and providing supportive peers and environment. Stakeholders described heightened sense of self-awareness, self-esteem, independence, social competence, and preparedness for the future in autistic young adults, while parents also gained the trust and confidence in fostering autonomy in their adult children. Conclusions Transition program that integrates multiple components and processes informed by the evidence-based literature can facilitate career construction and development in autistic youth. Program model developed based on stakeholders' input can offer rich information about how a program works in a naturalistic context, which can support future program adaptaion and replication to meet the needs of diverse communities and settings. En ligne : https://doi.org/10.1016/j.rasd.2023.102220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

A qualitative exploration of the experience of autistic females in Hong Kong / Gary Yu Hin LAM in Autism, 29-4 (April 2025)  

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