Assessing the psychometric properties of the Autism Diagnostic Observation Schedule – Generic (ADOS-G) in a clinical setting in the Chinese mainland / Wuxia Enid BAI in Molecular Autism, 17 (2026)  

Public ISBD [article]  inMolecular Autism > 17 (2026) Titre : Assessing the psychometric properties of the Autism Diagnostic Observation Schedule – Generic (ADOS-G) in a clinical setting in the Chinese mainland Type de document : texte imprimé Auteurs : Wuxia Enid BAI, Auteur ; Elinda Ai Lim LEE, Auteur ; Bahareh AFSHARNEJAD, Auteur ; HuiJun CHIH, Auteur ; Richard PARSONS, Auteur ; Xiaobing ZOU, Auteur ; Hongzhu DENG, Auteur ; Huilin ZHU, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The awareness of autism spectrum condition (ASC) and the estimated prevalence rate are lower in the context of the Chinese mainland, compared to western countries. The Chinese adaptation of the Autism Diagnostic Observation Schedule – Generic (ADOS-G) has been widely used in the diagnostic process of ASC for many years despite its psychometric properties not having been established in a large clinical sample. Thus, the purpose of this study was to evaluate the metrics of the ADOS-G in a well characterized sample from a renowned child developmental-behavioural centre that provides clinical services to a nationwide reach of people in China. En ligne : https://doi.org/10.1186/s13229-026-00702-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Assessing the psychometric properties of the Autism Diagnostic Observation Schedule – Generic (ADOS-G) in a clinical setting in the Chinese mainland [texte imprimé] / Wuxia Enid BAI, Auteur ; Elinda Ai Lim LEE, Auteur ; Bahareh AFSHARNEJAD, Auteur ; HuiJun CHIH, Auteur ; Richard PARSONS, Auteur ; Xiaobing ZOU, Auteur ; Hongzhu DENG, Auteur ; Huilin ZHU, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur. Langues : Anglais (eng) in Molecular Autism > 17 (2026) Index. décimale : PER Périodiques Résumé : The awareness of autism spectrum condition (ASC) and the estimated prevalence rate are lower in the context of the Chinese mainland, compared to western countries. The Chinese adaptation of the Autism Diagnostic Observation Schedule – Generic (ADOS-G) has been widely used in the diagnostic process of ASC for many years despite its psychometric properties not having been established in a large clinical sample. Thus, the purpose of this study was to evaluate the metrics of the ADOS-G in a well characterized sample from a renowned child developmental-behavioural centre that provides clinical services to a nationwide reach of people in China. En ligne : https://doi.org/10.1186/s13229-026-00702-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

A double-masked randomised actively controlled trial of KONTAKT™ social skills toolbox for Australian autistic children / Bahareh AFSHARNEJAD in Autism, 30-3 (March 2026)  

Public ISBD [article]  inAutism > 30-3 (March 2026) . - p.748-766 Titre : A double-masked randomised actively controlled trial of KONTAKT™ social skills toolbox for Australian autistic children Type de document : texte imprimé Auteurs : Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Maya HAYDEN-EVANS, Auteur ; Anna FRIDELL, Auteur ; Christina COCO, Auteur ; Tasha ALACH, Auteur ; Mathew JOHNSON, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.748-766 Langues : Anglais (eng) Mots-clés : active control group  autistic children  double-masked randomised controlled trial  KONTAKT™  social skills group training Index. décimale : PER Périodiques Résumé : To explore the efficacy of KONTAKT™, a manualised social skills group programme, compared to an active control group, 84 autistic children aged 8–12 years were randomised to KONTAKT (n = 43) or ART-Legends, a group-based social art programme (n = 41). Both programmes ran for sixteen 75-min sessions. Primary (Goal Attainment Scaling) and Secondary outcomes (Social Skills Group Assessment, LERID Friendship Scale) were collected at baseline, post-completion, 3-month (primary endpoint) and 1-year follow-up. A weekly survey was also collected to capture children’s enjoyment, motivation and social interaction anxiety while attending their group. Linear mixed modelling indicating significant effects for both groups on the primary outcome GAS (p < 0.001) over time. No Time*Group interaction was observed for GAS or any of the secondary measures at the primary endpoint, except quality of friendship (effect size = 0.67, p = 0.01). The weekly survey indicated higher enjoyment levels from attending KONTAKT compared to ART-Legends. This study found that both social group programmes helped autistic children achieve their personal social goals, with no clear advantage for KONTAKT over ART-Legends. However, KONTAKT’s specific elements were necessary for improving friendship quality. Future research can benefit from exploring and identifying the elements of a social programme supporting enjoyment and helping autistic children achieve their goals.Trial registration: (1) Australian New Zealand Clinical Trials Registry: ACTRN12619000994189, registered 12 July 2019, anzctr.org.au; (2) ClinicalTrials.gov: NCT04024111 registered 1 December 2019, https://clinicaltrials.govLay Abstract Social skills group programmes such as KONTAKT™ are the most frequently used programmes for supporting the social needs of autistic children in navigating a non-autistic social world. The success of these programmes is largely measured by comparing participants attending a social skills group programme to others not receiving this support or attending another social skills group programme. Therefore, it is unclear whether mere exposure to a supportive social group based on interests is as beneficial as a social skills group programme in supporting the social needs of autistic children. To understand this effect, researchers compared KONTAKT to ART-Legends, a group-based social art programme. While participants in both programmes engaged in free social play, KONTAKT participants also had opportunities to practise their social skills in activities such as roleplays and discussions. Two to three health professionals delivered both programmes to groups of 4–8 autistic children aged 8–12 years. Both programmes were manualised and ran for sixteen 75-min sessions. Overall, 84 children attended the programmes, 43 in KONTAKT and 41 in ART-Legends. A researcher, unaware of the group each child attended, collected data before, then immediately, 3 months and 12 months after the programmes ended. The enjoyment and motivation of attending the groups and the children’s anxiety when socialising while attending the groups were also collected. This study found that both groups made clear progress on their personal social goals and social skills over time. However, children in the KONTAKT group showed better results than those in the ART-Legends group when it came to making friends, enjoying the sessions and feeling less anxious in social situations. Overall, this research suggested that when autistic children take part in a structured social group programme led by trained professionals in a supportive setting, the programme can help them reach their personally meaningful social goals. However, if the aim is related to improving their friendships and having more successful socialisation skills, KONTAKT is superior. Future studies could look more closely at what parts of the programme are most helpful in improving friendship and socialisation skills. En ligne : https://dx.doi.org/10.1177/13623613251414902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] A double-masked randomised actively controlled trial of KONTAKT™ social skills toolbox for Australian autistic children [texte imprimé] / Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Maya HAYDEN-EVANS, Auteur ; Anna FRIDELL, Auteur ; Christina COCO, Auteur ; Tasha ALACH, Auteur ; Mathew JOHNSON, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.748-766. Langues : Anglais (eng) in Autism > 30-3 (March 2026) . - p.748-766 Mots-clés : active control group  autistic children  double-masked randomised controlled trial  KONTAKT™  social skills group training Index. décimale : PER Périodiques Résumé : To explore the efficacy of KONTAKT™, a manualised social skills group programme, compared to an active control group, 84 autistic children aged 8–12 years were randomised to KONTAKT (n = 43) or ART-Legends, a group-based social art programme (n = 41). Both programmes ran for sixteen 75-min sessions. Primary (Goal Attainment Scaling) and Secondary outcomes (Social Skills Group Assessment, LERID Friendship Scale) were collected at baseline, post-completion, 3-month (primary endpoint) and 1-year follow-up. A weekly survey was also collected to capture children’s enjoyment, motivation and social interaction anxiety while attending their group. Linear mixed modelling indicating significant effects for both groups on the primary outcome GAS (p < 0.001) over time. No Time*Group interaction was observed for GAS or any of the secondary measures at the primary endpoint, except quality of friendship (effect size = 0.67, p = 0.01). The weekly survey indicated higher enjoyment levels from attending KONTAKT compared to ART-Legends. This study found that both social group programmes helped autistic children achieve their personal social goals, with no clear advantage for KONTAKT over ART-Legends. However, KONTAKT’s specific elements were necessary for improving friendship quality. Future research can benefit from exploring and identifying the elements of a social programme supporting enjoyment and helping autistic children achieve their goals.Trial registration: (1) Australian New Zealand Clinical Trials Registry: ACTRN12619000994189, registered 12 July 2019, anzctr.org.au; (2) ClinicalTrials.gov: NCT04024111 registered 1 December 2019, https://clinicaltrials.govLay Abstract Social skills group programmes such as KONTAKT™ are the most frequently used programmes for supporting the social needs of autistic children in navigating a non-autistic social world. The success of these programmes is largely measured by comparing participants attending a social skills group programme to others not receiving this support or attending another social skills group programme. Therefore, it is unclear whether mere exposure to a supportive social group based on interests is as beneficial as a social skills group programme in supporting the social needs of autistic children. To understand this effect, researchers compared KONTAKT to ART-Legends, a group-based social art programme. While participants in both programmes engaged in free social play, KONTAKT participants also had opportunities to practise their social skills in activities such as roleplays and discussions. Two to three health professionals delivered both programmes to groups of 4–8 autistic children aged 8–12 years. Both programmes were manualised and ran for sixteen 75-min sessions. Overall, 84 children attended the programmes, 43 in KONTAKT and 41 in ART-Legends. A researcher, unaware of the group each child attended, collected data before, then immediately, 3 months and 12 months after the programmes ended. The enjoyment and motivation of attending the groups and the children’s anxiety when socialising while attending the groups were also collected. This study found that both groups made clear progress on their personal social goals and social skills over time. However, children in the KONTAKT group showed better results than those in the ART-Legends group when it came to making friends, enjoying the sessions and feeling less anxious in social situations. Overall, this research suggested that when autistic children take part in a structured social group programme led by trained professionals in a supportive setting, the programme can help them reach their personally meaningful social goals. However, if the aim is related to improving their friendships and having more successful socialisation skills, KONTAKT is superior. Future studies could look more closely at what parts of the programme are most helpful in improving friendship and socialisation skills. En ligne : https://dx.doi.org/10.1177/13623613251414902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

"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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1656-1671 Titre : "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 Type de document : texte imprimé Auteurs : Elinda Ai Lim LEE, Auteur ; Melissa SCOTT, Auteur ; Melissa H. BLACK, Auteur ; Emily D'ARCY, Auteur ; Tele TAN, Auteur ; Louise SHEEHY, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1656-1671 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Recent studies have reported that strengths-based programs, leveraging autistic adolescents' abilities and interests, could improve their skills and facilitate social engagement. However, little is known about the long-term impact of strengths-based approaches. This study aimed to explore the long-term outcomes of community strengths-based programs designed to support autistic adolescents in developing interests and skills in Science, Technology, Engineering, Arts, and Mathematics (STEAM) and the factors influencing their participation in these programs. A repeated cross-sectional survey study over three years recruited 52 parents in 2018, 52 parents in 2019, and 38 parents in 2020. Results highlighted the positive impact of these programs on autistic adolescents' health and well-being, social relationships and interactions, self-confidence and self-esteem, sense of belonging, and activities and participation. Five key elements influencing participation included the enthusiasm of the participants, their self-perception, the approach of the programs, the learning environment, and the attitudes of the mentors. This study implies that strengths-based approaches to intervention and support for autistic adolescents in a supported environment are a social model solution that could potentially have positive participant outcomes. Findings from this study could provide a framework underpinning future strengths-based interventions. En ligne : https://doi.org/10.1007/s10803-022-05881-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] "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 [texte imprimé] / Elinda Ai Lim LEE, Auteur ; Melissa SCOTT, Auteur ; Melissa H. BLACK, Auteur ; Emily D'ARCY, Auteur ; Tele TAN, Auteur ; Louise SHEEHY, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.1656-1671. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1656-1671 Index. décimale : PER Périodiques Résumé : Recent studies have reported that strengths-based programs, leveraging autistic adolescents' abilities and interests, could improve their skills and facilitate social engagement. However, little is known about the long-term impact of strengths-based approaches. This study aimed to explore the long-term outcomes of community strengths-based programs designed to support autistic adolescents in developing interests and skills in Science, Technology, Engineering, Arts, and Mathematics (STEAM) and the factors influencing their participation in these programs. A repeated cross-sectional survey study over three years recruited 52 parents in 2018, 52 parents in 2019, and 38 parents in 2020. Results highlighted the positive impact of these programs on autistic adolescents' health and well-being, social relationships and interactions, self-confidence and self-esteem, sense of belonging, and activities and participation. Five key elements influencing participation included the enthusiasm of the participants, their self-perception, the approach of the programs, the learning environment, and the attitudes of the mentors. This study implies that strengths-based approaches to intervention and support for autistic adolescents in a supported environment are a social model solution that could potentially have positive participant outcomes. Findings from this study could provide a framework underpinning future strengths-based interventions. En ligne : https://doi.org/10.1007/s10803-022-05881-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

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

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3089-3101 Titre : "I'm Destined to Ace This": Work Experience Placement During High School for Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Elinda Ai Lim LEE, Auteur ; Melissa H. BLACK, Auteur ; Tele TAN, Auteur ; Torbjörn FALKMER, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.3089-3101 Langues : Anglais (eng) Mots-clés : Adolescents  Autism Spectrum Disorder  Employment  Vocational  Work  Work experience program Index. décimale : PER Périodiques Résumé : As postsecondary outcomes of adolescents with Autism Spectrum Disorder (ASD) are poor, there is a need for programs that aim to improve employment and education outcomes. This study employed a grounded theory approach to explore the key factors contributing to successful work placement experience and the perceived benefits of these placements from the perspective of adolescents with ASD (n = 5), their parents (n = 6) and employers (n = 6). Key factors contributing to success include preparing for the workplace, harnessing strengths and interests and developing work related skills, while the benefits include insight into the workplace, recognising and realising potential, working as a team and the pathway ahead. The findings articulate a framework which could underpin future transition interventions for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04024-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] "I'm Destined to Ace This": Work Experience Placement During High School for Individuals with Autism Spectrum Disorder [texte imprimé] / Elinda Ai Lim LEE, Auteur ; Melissa H. BLACK, Auteur ; Tele TAN, Auteur ; Torbjörn FALKMER, Auteur ; Sonya GIRDLER, Auteur . - p.3089-3101. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3089-3101 Mots-clés : Adolescents  Autism Spectrum Disorder  Employment  Vocational  Work  Work experience program Index. décimale : PER Périodiques Résumé : As postsecondary outcomes of adolescents with Autism Spectrum Disorder (ASD) are poor, there is a need for programs that aim to improve employment and education outcomes. This study employed a grounded theory approach to explore the key factors contributing to successful work placement experience and the perceived benefits of these placements from the perspective of adolescents with ASD (n = 5), their parents (n = 6) and employers (n = 6). Key factors contributing to success include preparing for the workplace, harnessing strengths and interests and developing work related skills, while the benefits include insight into the workplace, recognising and realising potential, working as a team and the pathway ahead. The findings articulate a framework which could underpin future transition interventions for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04024-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

“Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting / Benjamin M. JONES in Research in Autism, 131 (March 2026)  

Public ISBD [article]  inResearch in Autism > 131 (March 2026) . - 202825 Titre : “Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting Type de document : texte imprimé Auteurs : Benjamin M. JONES, Auteur ; Maya HAYDEN-EVANS, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Ben MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : 202825 Langues : Anglais (eng) Mots-clés : Autism  Social skills  School program  Cultural adaptation Index. décimale : PER Périodiques Résumé : This study investigated the feasibility of adapting SCHOOL KONTAKT™, a manualised social skills group training program, to an Australian high school setting, exploring its potential to improve social participation outcomes for autistic high school students. SCHOOL KONTAKT™ was delivered twice per week at four Western Australian high schools, with a total of 69 students participating in the 16-week program. A pre-test, post-test design evaluated changes in participants’ progress toward their desired social goals, social skills, social anxiety, and perceived friendships. Parents and teachers completed surveys focused on emotion regulation and social responsiveness, and students and school staff involved in the program participated in focus groups after the intervention to share their experiences. The students’ individual social goals were evaluated at an additional assessment point, approximately three months after the program ended. Findings suggest the preliminary efficacy of SCHOOL KONTAKT™ in supporting students to achieve their individual social goals, with parents and teachers also identifying changes in students’ social responsiveness. The results suggest that SCHOOL KONTAKT™ is a feasible social skills group training program in an Australian high school setting, with a larger scale study indicated to confirm the outcomes of the current study. En ligne : https://doi.org/10.1016/j.reia.2026.202825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 [article] “Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting [texte imprimé] / Benjamin M. JONES, Auteur ; Maya HAYDEN-EVANS, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Ben MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - 202825. Langues : Anglais (eng) in Research in Autism > 131 (March 2026) . - 202825 Mots-clés : Autism  Social skills  School program  Cultural adaptation Index. décimale : PER Périodiques Résumé : This study investigated the feasibility of adapting SCHOOL KONTAKT™, a manualised social skills group training program, to an Australian high school setting, exploring its potential to improve social participation outcomes for autistic high school students. SCHOOL KONTAKT™ was delivered twice per week at four Western Australian high schools, with a total of 69 students participating in the 16-week program. A pre-test, post-test design evaluated changes in participants’ progress toward their desired social goals, social skills, social anxiety, and perceived friendships. Parents and teachers completed surveys focused on emotion regulation and social responsiveness, and students and school staff involved in the program participated in focus groups after the intervention to share their experiences. The students’ individual social goals were evaluated at an additional assessment point, approximately three months after the program ended. Findings suggest the preliminary efficacy of SCHOOL KONTAKT™ in supporting students to achieve their individual social goals, with parents and teachers also identifying changes in students’ social responsiveness. The results suggest that SCHOOL KONTAKT™ is a feasible social skills group training program in an Australian high school setting, with a larger scale study indicated to confirm the outcomes of the current study. En ligne : https://doi.org/10.1016/j.reia.2026.202825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581

"We Can See a Bright Future": Parents' Perceptions of the Outcomes of Participating in a Strengths-Based Program for Adolescents with Autism Spectrum Disorder / Elinda Ai Lim LEE in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

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