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

Attendance Compulsory, Motivation Conditional. Autistic Youth’s Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation / Michelle L. WONG in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1704-1723 Titre : Attendance Compulsory, Motivation Conditional. Autistic Youth’s Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation Type de document : texte imprimé Auteurs : Michelle L. WONG, Auteur ; Ben MILBOURN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Susann ARNELL, Auteur ; Paul KEBBLE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1704-1723 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  basic psychological needs  conditional participation model  disability and health children  international classification of functioning  physical education teachers  physical education  school  school-age children Index. décimale : PER Périodiques Résumé : Autistic students participate less in Physical Education (PE) than their peers. Motivation is a primary driver of participation in PE, yet little is known about factors influencing the motivation of autistic youth in PE. This qualitative study explored the experiences of Australian autistic youth aged 7–18 years (N = 26) in mainstream PE. A deductive content analysis approach, informed by Self-Determination Theory (SDT), directed the development of the interview guide and analysis. Deductive responses (k = 526) were related to the Basic Psychological Needs postulated by SDT: relatedness (k = 165), competence (k = 124), and autonomy (k = 76) and included 33 conceptual categories. Inductive responses capturing autistic differences were mapped to the Conditional Participation Model themes: Adjustment to external demands (k = 52), predictability (k = 41), and affective experiences (k = 68), incorporating 16 conceptual categories. Autistic differences underpin Basic Psychological Needs satisfaction/frustration. Supporting the Basic Psychological Needs of autistic students differs from their neurotypical peers, with PE teachers best positioned to facilitate a need-supportive environment for autistic students.Lay Abstract Autistic youth participate less in Physical Education (PE) than their classmates. We do not know much about the motivation of autistic students to participate in PE. Self-Determination Theory says our motivation is affected by the satisfaction of our Basic Psychological Needs of competence (can I do it), autonomy (is there a choice), and relatedness (do I belong). We investigated what impacts the psychological needs of autistic youth in PE. We also explored how autistic differences affect motivation using the Conditional Model of Participation that considers exercise participation for autistic youth. We interviewed 26 Australian autistic youth, (7–18 years) investigating factors impacting their Basic Psychological Needs in PE. This is a deductive approach, as we considered specific themes and used these to analyse responses. We also recorded patterns relating to autistic differences. This was an inductive approach as themes emerged from the responses. Participants provided 365 responses in relation to competence (124), relatedness (165), and autonomy (76). In addition, 161 responses linked to autistic differences. We mapped responses to the Conditional Participation Model themes of adjustment to external demands (52 responses), predictability (41 responses), and emotions (68 responses). Autistic differences underpinned the Basic Psychological Needs of participants. The PE teacher had the biggest impact on supporting these needs. En ligne : https://dx.doi.org/10.1177/13623613261435412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Attendance Compulsory, Motivation Conditional. Autistic Youth’s Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation [texte imprimé] / Michelle L. WONG, Auteur ; Ben MILBOURN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Susann ARNELL, Auteur ; Paul KEBBLE, Auteur ; Sonya GIRDLER, Auteur . - p.1704-1723. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1704-1723 Mots-clés : adolescents  autism spectrum disorders  basic psychological needs  conditional participation model  disability and health children  international classification of functioning  physical education teachers  physical education  school  school-age children Index. décimale : PER Périodiques Résumé : Autistic students participate less in Physical Education (PE) than their peers. Motivation is a primary driver of participation in PE, yet little is known about factors influencing the motivation of autistic youth in PE. This qualitative study explored the experiences of Australian autistic youth aged 7–18 years (N = 26) in mainstream PE. A deductive content analysis approach, informed by Self-Determination Theory (SDT), directed the development of the interview guide and analysis. Deductive responses (k = 526) were related to the Basic Psychological Needs postulated by SDT: relatedness (k = 165), competence (k = 124), and autonomy (k = 76) and included 33 conceptual categories. Inductive responses capturing autistic differences were mapped to the Conditional Participation Model themes: Adjustment to external demands (k = 52), predictability (k = 41), and affective experiences (k = 68), incorporating 16 conceptual categories. Autistic differences underpin Basic Psychological Needs satisfaction/frustration. Supporting the Basic Psychological Needs of autistic students differs from their neurotypical peers, with PE teachers best positioned to facilitate a need-supportive environment for autistic students.Lay Abstract Autistic youth participate less in Physical Education (PE) than their classmates. We do not know much about the motivation of autistic students to participate in PE. Self-Determination Theory says our motivation is affected by the satisfaction of our Basic Psychological Needs of competence (can I do it), autonomy (is there a choice), and relatedness (do I belong). We investigated what impacts the psychological needs of autistic youth in PE. We also explored how autistic differences affect motivation using the Conditional Model of Participation that considers exercise participation for autistic youth. We interviewed 26 Australian autistic youth, (7–18 years) investigating factors impacting their Basic Psychological Needs in PE. This is a deductive approach, as we considered specific themes and used these to analyse responses. We also recorded patterns relating to autistic differences. This was an inductive approach as themes emerged from the responses. Participants provided 365 responses in relation to competence (124), relatedness (165), and autonomy (76). In addition, 161 responses linked to autistic differences. We mapped responses to the Conditional Participation Model themes of adjustment to external demands (52 responses), predictability (41 responses), and emotions (68 responses). Autistic differences underpinned the Basic Psychological Needs of participants. The PE teacher had the biggest impact on supporting these needs. En ligne : https://dx.doi.org/10.1177/13623613261435412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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

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

"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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1458-1477 Titre : "I Met Someone Like Me!": Autistic Adolescents and Their Parents' Experience of the KONTAKT® Social Skills Group Training Type de document : texte imprimé Auteurs : Bahareh AFSHARNEJAD, Auteur ; Marita FALKMER, Auteur ; Tanya PICEN, Auteur ; Melissa H. BLACK, Auteur ; Tasha ALACH, Auteur ; Anna FRIDELL, Auteur ; Cristina COCO, Auteur ; Kelly MILNE, Auteur ; Jill PERRY, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1458-1477 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/therapy  Communication  Humans  Parents  Social Skills  Adolescents  Autism  Intervention  Lived experience  Thematic analysis Index. décimale : PER Périodiques Résumé : This study captured the experiences of 35 autistic adolescents and their parents after completing a 16-session variant of social skills group training KONTAKT® (ACTRN12617001117303). Semi-structured interviews explored participants' and relatives' perceptions of KONTAKT® and associated social outcomes. Adolescents were classified as either high (HR, n=23) or low (LR, n=12) responders based on the primary outcome effects during the previous trial. Thematic analysis revealed that both HR and LR participants their parents were satisfied with KONTAKT®, noting consistent patterns of improvement in adolescents' social understanding, communication, relationships, and empowerment, although positive reports were more frequent among HR than LR groups. This study enhances the understanding of the impact of SSGT, which is key in improving their content, principles, and administration. En ligne : http://dx.doi.org/10.1007/s10803-021-05045-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] "I Met Someone Like Me!": Autistic Adolescents and Their Parents' Experience of the KONTAKT® Social Skills Group Training [texte imprimé] / Bahareh AFSHARNEJAD, Auteur ; Marita FALKMER, Auteur ; Tanya PICEN, Auteur ; Melissa H. BLACK, Auteur ; Tasha ALACH, Auteur ; Anna FRIDELL, Auteur ; Cristina COCO, Auteur ; Kelly MILNE, Auteur ; Jill PERRY, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.1458-1477. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1458-1477 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/therapy  Communication  Humans  Parents  Social Skills  Adolescents  Autism  Intervention  Lived experience  Thematic analysis Index. décimale : PER Périodiques Résumé : This study captured the experiences of 35 autistic adolescents and their parents after completing a 16-session variant of social skills group training KONTAKT® (ACTRN12617001117303). Semi-structured interviews explored participants' and relatives' perceptions of KONTAKT® and associated social outcomes. Adolescents were classified as either high (HR, n=23) or low (LR, n=12) responders based on the primary outcome effects during the previous trial. Thematic analysis revealed that both HR and LR participants their parents were satisfied with KONTAKT®, noting consistent patterns of improvement in adolescents' social understanding, communication, relationships, and empowerment, although positive reports were more frequent among HR than LR groups. This study enhances the understanding of the impact of SSGT, which is key in improving their content, principles, and administration. En ligne : http://dx.doi.org/10.1007/s10803-021-05045-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

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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A scoping review of current approaches to strengths-based transition practices for autistic adolescents / Sophie RUMSA in Autism, 29-11 (November 2025)  

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“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)  

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A Systematic Review of Implicit Versus Explicit Social Skills Group Programs in Different Settings for School-Aged Autistic Children and Adolescents / Bahareh AFSHARNEJAD in Journal of Autism and Developmental Disorders, 56-5 (May 2026)  

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The Methodological Quality and Intervention Fidelity of Randomised Controlled Trials Evaluating Social Skills Group Programs in Autistic Adolescents: A Systematic Review and Meta-analysis / Bahareh AFSHARNEJAD in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

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Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum / Maya HAYDEN-EVANS in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

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